What Should We Mean by ‘Military Ethics’?

Cook, Martin L.; Syse, Henrik

doi:10.1080/15027570.2010.491320

Cited by 33 publications

(7 citation statements)

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“…To date, no single set of convincing answers has emerged from the literature. According to the editors of the Journal of Military Ethics , the study of military ethics exists “to assist thoughtful professionals to think through their real-world problems and issues” (Cook & Syse, 2010, p. 121). While the literature is vast, the editors note that much of what is written fails this practical test.…”

Section: Responsibility and The Military Ethicmentioning

confidence: 99%

Fault Lines of the American Military Profession

Crosbie

Kleykamp

2017

Armed Forces & Society

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Over the past decade, the American armed services have witnessed a near-constant stream of so-called ethical lapses. Spanning rank, specialty, and service, these “lapses” have given rise to a flood of criticism by journalists and piercing calls for reform from politicians. In response, American military leaders have pointed to the paired concepts of profession and professionalism as the solution. In this article, we use classical conceptualizations of the military profession to resituate the problem of ethical lapses as instead one of the three fault lines of the contemporary American military profession, unfolding alongside crises in military expertise and identity. The three fault lines reveal at once the large scale of the challenges facing the American armed services and our very limited social scientific understanding of those problems. We end by emphasizing the need for future research to establish an updated empirical baseline for theories of the military profession in America.

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Section: Responsibility and The Military Ethicmentioning

confidence: 99%

Fault Lines of the American Military Profession

Crosbie

Kleykamp

2017

Armed Forces & Society

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“…Accordingly, many bioethicists have advocated the need to take into account, in a wide variety of contexts, the rules affecting individuals as members of certain collectives (ethnicities, religions, ages, sexes, professions, and so on), since no man is an island. Hence, bioethics is concerned not only with abstract ethical principles regarding the individual but also with a wide variety of moralities: Jewish (Freedman ), Muslim (Sachedina ), medical (Pellegrino and Tomasma ), patient, military (Cook and Syse ), and others (Thompson ).…”

Section: The Three Normative Dimensions Of Any Bioethical Issuementioning

confidence: 99%

On the Structure of Bioethics as a Pragmatic Discipline

Alvargonzález

2017

Metaphilosophy

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This article analyzes certain aspects of the structure of bioethics as a discipline. It begins by arguing that bioethics is an academic discipline of a pragmatic nature and then puts forward a classification of the main problems, issues, and concerns in bioethics, using this classification as a way to outline the limits and framework of the field. Pushing further, it contends that comprehensive treatment of any topic in bioethics requires that three normative dimensions (the ethical, the moral, and the political) be taken into account. It concludes that the classification of the issues and analysis of each issue's normative dimensions can provide valuable contributions toward understanding the sui generis structure of bioethics as a pragmatic discipline.

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“…Ethics education is important in the armed forces (Baarda & Verweij, 2006;Coleman, 2013;Cook, 2013;Robinson, de Lee, & Carrick, 2008): its core function is 'to assist professionals to think through the moral challenges and dilemmas inherent in their professional activity and, by helping members of the profession better understand the ethical demands upon them, to enable and motivate them to act appropriately in the discharge of their professional obligations' (Cook & Syse, 2010). Yet, when military personnel deal with moral dilemmas, there may be occasions when tensions arise between acting in accordance with personal values and acting as a professional, in this case: 'a soldier ' (van Baarle, Bosch, Widdershoven, Verweij, & Molewijk, 2015).…”

Section: Introductionmentioning

confidence: 99%

The relevance of Foucauldian art-of-living for ethics education in a military context: Theory and practice

Baarle

Verweij

Molewijk

et al. 2017

Journal of Moral Education

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How can ethical decision-making in organizations be further reinforced? This article explores the relevance of Michel Foucault's ideas on art-of-living for ethics education in organizations. First, we present a theoretical analysis of art-of-living in the work of Foucault as well as in the work of two philosophers who greatly influenced his work, Friedrich Nietzsche and Pierre Hadot. Next, we illustrate how art-of-living can be applied in ethics education. In order to examine some of the benefits and challenges of applying the art-of-living in the practice of ethics education, we discuss an example of how the art-ofliving concept has been used in a train-the-trainer course on military ethics. We suggest that Foucauldian art-of-living may foster awareness of power dynamics which are in play when military personnel face moral dilemmas.

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What Should We Mean by ‘Military Ethics’?

Cited by 33 publications

References 0 publications

Fault Lines of the American Military Profession

Fault Lines of the American Military Profession

On the Structure of Bioethics as a Pragmatic Discipline

The relevance of Foucauldian art-of-living for ethics education in a military context: Theory and practice

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