Rethinking the moral in narrating trauma: Ethnographic insights on clinical reasoning

Abstract

This article explores the moral dimensions of the clinical narration of suffering in a highly political context. Based on an ethnographic analysis of psychotherapists’ discussions of a clinical case related to the Israeli evacuation from Gaza, I illustrate how the care providers navigate competing moral logics while explaining the reasons for the patient's experience. Capturing moments of the simultaneous appearance of different explanatory models, informed by contradictory moral grammars, during the process of clinical reasoning allowed me to obtain a complex and nuanced picture of social reality in which the experience of the patient simultaneously appeared as both a success and a failure of communal education. The ethnographic observation and analysis of clinical reasoning challenge the assumed connection between practitioners’ ideological identifications and their narration of suffering, and allowed to move beyond the idea… moving beyond the idea of coherent moral subjects who act according to a priori moral values informed by political ideology. This perspective is particularly significant for the field of traumatic suffering because it questions the moral grammar of trauma narratives that imply unambiguous and idealized distinctions between victims, perpetrators, and witnesses, revealing the complex dynamics of suffering and caring.

Practical Dilemmas and Coping Strategies of Meta-Cosmos in Helping the High Quality Development of Ideological and Political Education in Colleges and Universities

“…Throughout the history of China's education, such a large-scale network of ideological and political education is unprecedented, and the coverage of the audience is also unprecedented, but at the same time, the problem has also come to the fore; on the one hand, a screen to ideological and political education separated into "online" and "offline" two modes, the integrity of ideological and political education. On the one hand, a screen separates ideological and political education into "online" and "offline" two modes, the integrity of ideological and political education has been damaged, and educated people have two completely different learning experiences with uneven learning results; on the other hand, online learners passively accept the video image indoctrination and are unable to truly realize the spirit of the text carried by the spirit of the content of the text, and the learning effect has been greatly reduced [4][5][6]. Tracing back to the root of the problem, the main reason for this problem is that the development of network ideological and political education is not mature enough, and the existing online education means are still stuck in the flat audio-visual teaching, which is difficult to let the learners have an immersive experience [7][8][9].…”