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Moral Dimensions of Empathy: Limits and Applications in Ethical Theory and Practice [Hardback]

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  • Formāts: Hardback, 206 pages, height x width: 229x152 mm, weight: 466 g, XI, 206 p., 1 Hardback
  • Izdošanas datums: 02-Dec-2011
  • Izdevniecība: Palgrave Macmillan
  • ISBN-10: 0230276563
  • ISBN-13: 9780230276567
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Moral Dimensions of Empathy: Limits and Applications in Ethical Theory and PracticePalielināt
  • Formāts: Hardback, 206 pages, height x width: 229x152 mm, weight: 466 g, XI, 206 p., 1 Hardback
  • Izdošanas datums: 02-Dec-2011
  • Izdevniecība: Palgrave Macmillan
  • ISBN-10: 0230276563
  • ISBN-13: 9780230276567
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9780230276567.html
Keywords:
Does empathy help us to be moral? The author argues that empathy is often instrumental to meeting the demands of morality as defined by various ethical theories. This multi-faceted work links psychological research on empathy with ethical theory and contemporary trends in moral education.

Recenzijas

'Oxley's book The Moral Dimensions of Empathy constitutes a remarkably wide-ranging and comprehensive study of the function of empathy in ethical contexts. Oxley's astute and measured exploration of this subject matter makes it a rewarding read for philosophers and researchers in the social sciences.' - Karsten Stueber, College of the Holy Cross, USA

Acknowledgments x
Part I Why Empathy?
1(32)
1 The Empathy-Morality Connection
3(12)
1.1 Empathy and ethics
4(3)
1.2 Defining empathy
7(4)
1.3 Moral dimensions of empathy
11(4)
2 What is Empathy?
15(18)
2.1 Empathy as emotional contagion
16(2)
2.2 Empathy as imaginative perspective-taking
18(5)
2.2.2 Self-focused imagination
19(2)
2.2.3 Other-focused imagination
21(1)
2.2.4 Dual-perspective imagination (combination mode)
22(1)
2.3 From imaginative perspective-taking to empathy
23(5)
2.4 A functional account of empathy
28(4)
2.5 Conclusion
32(1)
Part II The Moral Dimensions of Empathy
33(42)
3 The Epistemic Functions of Empathy
35(24)
3.1 Illustration of the epistemic and normative dimensions of empathy
37(1)
3.2 Modes of empathic arousal
38(3)
3.3 Empathy's epistemic functions
41(7)
3.3.1 First function: Gathering information about the other person
42(4)
3.3.2 Second function: Understanding others
46(2)
3.4 Conditions on empathy's epistemic function
48(4)
3.5 Normative and epistemic functions limit each other
52(3)
3.6 The personal nature of empathetic knowledge
55(2)
3.7 Conclusion
57(2)
4 Empathy, Altruism and Normative Ethics
59(16)
4.1 Empirical research on the consequences of empathy
60(3)
4.2 Interpretation of the empirical data
63(3)
4.3 Problems with using this research in normative ethics
66(3)
4.4 Empathy and moral obligation
69(4)
4.5 Conclusion
73(2)
Part III Empathy and Ethical Theory
75(54)
5 Empathy and Moral Deliberation
77(21)
5.1 The salience effect, empathetic deliberation, and moral deliberation
78(2)
5.2 Empathetic moral deliberation in contemporary normative ethics
80(4)
5.3 Empathetic moral deliberation in Kant's impartialist ethics
84(3)
5.4 Empathetic bias and empathetic deliberation
87(3)
5.5 Empathetic deliberation is not just hypothetical deliberation
90(5)
5.6 Conclusion
95(3)
6 Empathy, Contractual Ethics, and Justification
98(31)
6.1 Contract theories and public justification
99(2)
6.2 The elements of social contract theory
101(4)
6.3 The nature of contractual deliberation
105(4)
6.4 Kinds of empathetic deliberation modeled in social contracts
109(8)
6.4.1 Rawls' theory of justice
110(3)
6.4.2 Gauthier's contractarian ethics
113(2)
6.4.3 Harsanyi's equiprobability model
115(2)
6.5 Empathetic deliberation, public justification and interpersonal justification
117(5)
6.6 Empathy and justificatory reasons
122(4)
6.7 Conclusion
126(3)
Part IV Practical Implications
129(33)
7 Empathy and Moral Education
131(20)
7.1 Teachable types of empathy
132(5)
7.1.1 Others-focused empathy
132(2)
7.1.2 Self-focused empathy
134(2)
7.1.4 Non-perspective-taking empathy
136(1)
7.1.5 Avoiding passive empathy
136(1)
7.2 How empathy is taught
137(6)
7.2.1 Induction or inductive discipline
138(1)
7.2.2 Rational, straightforward education
139(2)
7.2.3 Modeling empathy
141(2)
7.3 The contexts for teaching empathy
143(3)
7.3.1 Empathy in the context of care and concern
143(1)
7.3.2 Empathy in the context of the compassionate virtues
144(1)
7.3.3 Empathy in the context of diversity and multiculturalism
145(1)
7.3.4 Empathy in the context of socialization and behavior modification
145(1)
7.4 Developing the capacity for empathy
146(3)
7.4.1 Factors contributing to empathy development
147(1)
7.4.2 Caveats to empathy development
147(1)
7.4.3 Failures of empathy
148(1)
7.5 Conclusion
149(2)
8 Conclusion: Implications for Feminist Ethics
151(11)
8.1 Significance
151(2)
8.2 Practical implications: Empathy and gender
153(3)
8.3 Empathy and feminist ethics
156(2)
8.4 Empathy and virtue
158(4)
Notes 162(30)
Bibliography 192(10)
Index 202
JULINNA OXLEY is Assistant Professor of Philosophy and Director of the Women's and Gender Studies Program at Coastal Carolina University in Conway, SC, USA.She recently served as co-director of the Jackson Family Center for Ethics and Values' Summer Ethics Academy. Her research interests include normative ethics and feminist philosophy.