Morality and a Sense of Self: The Importance of Identity and Categorization for Moral Action

Kristen Renwick Monroe

doi:10.2307/2669234

A Whole Sense of Self, a Whole Sense of the World

International Review of Qualitative Research ◽

10.1525/irqr.2008.1.1.81 ◽

2008 ◽

Vol 1 (1) ◽

pp. 81-101 ◽

Cited By ~ 3

Author(s):

Cynthia B. Dillard

Keyword(s):

Social Justice ◽

Sense Of Self ◽

Moral Action ◽

Research And Teaching ◽

The World ◽

Political Praxis ◽

Political Commitments ◽

Multicultural Research

The paper focuses on defining and consciously re-membering spirituality as fundamental to the practice and praxis of multicultural research and teaching. In what I describe as the blessings of spirituality, I examine the ways that examining spirituality in international/global contexts can help us to theorize “in the flesh” (Hurtado, 2003), engaging research that seeks to address social justice in its practice and outcomes. Thus, the blessings of spirituality are also the basis for political commitments to informed moral action and principled political praxis in our lives and work as researcher-teachers.

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Writing the Self after the Crisis of Individualism

Lydia Ginzburg's Prose ◽

10.23943/princeton/9780691166797.003.0002 ◽

2016 ◽

Author(s):

Emily Van Buskirk

Keyword(s):

Nineteenth Century ◽

Sense Of Self ◽

The Self ◽

Moral Action ◽

Loved One ◽

Social Milieu ◽

The Past ◽

Self Image ◽

The Will ◽

Documentary Literature

This chapter explains the concept of post-individualist prose as a pointed departure from nineteenth-century Realism. This is a fragmentary, documentary literature that restricts itself to the realm of “fact,” while being free to range outside the conventions of established genres. The post-individualist person's primary dilemma is a crisis in values, and Ginzburg treats writing as an ethical act. The chapter considers how writing serves as an “exit from the self,” a process by which the self becomes another, leaving behind the ego. It then turns to two of Ginzburg's narratives (“Delusion of the Will” and “A Story of Pity and Cruelty”), which concern the dilemmas of moral action in response to the death of a loved one. The traumatized subject uses techniques of “self-distancing” to deal with his or her sense of self and of the past by constructing a complete and responsible self-image, embedded within a social milieu, and then trying to connect it with his or her actions. Ginzburg's techniques of “self-distancing” are examined side-by-side with Shklovsky's concept of ostranenie (“estrangement”) and Bakhtin's vnenakhodimost' (“outsideness”).

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Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00092 ◽

2020 ◽

Vol 5 (1) ◽

pp. 88-96

Author(s):

Mary R. T. Kennedy

Keyword(s):

College Students ◽

Traumatic Brain Injury ◽

Brain Injury ◽

Sense Of Self ◽

Scientific Evidence ◽

Sudden Onset ◽

Lessons Learned ◽

Speech Language Pathologists ◽

The Brain ◽

Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

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