000			02997nam a22003615i 4500
001			283399
003			MX-SnUAN
005			20160429154233.0
007			cr nn 008mamaa
008			150903s2008 ne | o |||| 0|eng d
020			_a9781402068898 _99781402068898
024	7		_a10.1007/9781402068898 _2doi
035			_avtls000335809
039		9	_a201509030241 _bVLOAD _c201404300307 _dVLOAD _y201402041333 _zstaff
040			_aMX-SnUAN _bspa _cMX-SnUAN _erda
050		4	_aLC8-6691
100	1		_aMaxwell, Bruce. _eautor _9112253
245	1	0	_aProfessional Ethics Education: Studies in Compassionate Empathy / _cby Bruce Maxwell.
264		1	_aDordrecht : _bSpringer Netherlands, _c2008.
300			_brecurso en línea.
336			_atexto _btxt _2rdacontent
337			_acomputadora _bc _2rdamedia
338			_arecurso en línea _bcr _2rdacarrier
347			_aarchivo de texto _bPDF _2rda
500			_aSpringer eBooks
505	0		_aThe Disambiguation of “Empathy”: Affective and Cognitive Conceptions -- A Conceptual and Empirical Sketch of Compassionate Empathy -- The Paradox of Compassionate Empathy's Moral Worth -- Compassionate Empathy, Moral Perception and Moral Conscience -- Intermezzo on Moral Emotion Education: Imagination, Imitation, and Reappraisal -- Compassionate Empathy in Professional and Practical Ethics Education.
520			_aWhy is practical ethics training a now requirement of nearly all professional training programmes? The short answer is that it is thought to be conducive to ethical decision-making and ethical behaviour. In recent years, the received idea that competency in moral reasoning implies moral responsibility has been the subject of much critical attention. Today, researchers in moral education widely regard moral reasoning as but one among at least 4 dimensions of moral development alongside moral motivation, moral character and moral sensitivity. Reflecting these developments, educationalists in the diverse fields of medicine, education, business, philosophy and nursing now openly question how to take professional ethics education beyond the development of skills in moral reasoning. Frequently topping the list of suggested improvements is to provide support for empathic capacities of response. This work gives this proposal the sustained attention that it deserves but which it has until now lacked. The challenge of empathic development in practical ethics education, it argues, is to encourage the appropriate extension of natural concern for one’s kith and kin to the needs of strangers as well.
590			_aPara consulta fuera de la UANL se requiere clave de acceso remoto.
710	2		_aSpringerLink (Servicio en línea) _9299170
776	0	8	_iEdición impresa: _z9781402068881
856	4	0	_uhttp://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/978-1-4020-6889-8 _zConectar a Springer E-Books (Para consulta externa se requiere previa autentificación en Biblioteca Digital UANL)
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