Teaching to the converted: religious belief in the seminar room
It is not unknown for participants in discussions of ethics to prefix their claims with a profession of their religious faith—to say, for instance, “Well, I’m a Christian/Muslim/whatever, so I think that …”. Other participants in the debate may well worry about how to respond without the risk of giv...
| Main Author: | |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
BMJ Publ.
2006
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| In: |
Journal of medical ethics
Year: 2006, Volume: 32, Issue: 11, Pages: 678-681 |
| Online Access: |
Presumably Free Access Volltext (JSTOR) Volltext (lizenzpflichtig) Volltext (lizenzpflichtig) |
| Summary: | It is not unknown for participants in discussions of ethics to prefix their claims with a profession of their religious faith—to say, for instance, “Well, I’m a Christian/Muslim/whatever, so I think that …”. Other participants in the debate may well worry about how to respond without the risk of giving offence or appearing ad hominem. Within a teaching environment, the worry may be even more acute. Nevertheless, it is suggested in this paper that such worries should not be allowed to impede debate; moreover, a teacher who let such prefixes pass without critique would be considered a poor teacher. In fact, a kind of duty for a teacher of ethics is to be contrary and to play the apostate. |
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| ISSN: | 1473-4257 |
| Contains: | Enthalten in: Journal of medical ethics
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| Persistent identifiers: | DOI: 10.1136/jme.2005.015818 |