A Case for Conscious Normativity: Or How Ethics Literacy Can Benefit Sociology Students and Their Teachers

R. Flores, Ryan Burg
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Abstract

We argue that sociology students and their teachers could benefit from cultivating literacy in normative ethics, as well as from developing a thoughtful approach to ethical values and principles, an intellectual virtue that we label “conscious normativity.” The benefits of ethics literacy and conscious normativity include a deeper appreciation for the centrality of normative evaluations in social life, a renewed connection with many of the intellectual and ethical traditions that underpin sociology and society, and an enhanced ability to navigate the discipline’s inescapable plurality and to develop an informed position on the doctrine of value neutrality. We outline some ways in which students and their teachers could enhance their ethics literacy, focusing on the many points of contact between sociological practice and ethical reflection. The article concludes by considering the meaning of our argument for sociology’s relationship to ethics, highlighting the cycles of critique that become accessible to consciously normative sociologists.
有意识规范的案例:或伦理素养如何使社会学学生和他们的老师受益
我们认为,社会学学生和他们的老师可以从培养规范伦理素养中受益,也可以从发展一种深思熟虑的伦理价值观和原则的方法中受益,这是一种我们称之为“有意识的规范”的智力美德。伦理素养和自觉规范的好处包括对社会生活中规范评估的中心地位有更深的认识,与支撑社会学和社会的许多知识和伦理传统有了新的联系,增强了驾驭学科不可避免的多元性的能力,并在价值中立的教义上建立了一个明智的立场。我们概述了学生和他们的老师可以提高他们的伦理素养的一些方法,重点是社会学实践和伦理反思之间的许多接触点。文章最后考虑了我们关于社会学与伦理学关系的论证的意义,强调了有意识的规范社会学家可以理解的批判周期。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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