Medical ethics educators have a responsibility to assess the dominant ped­agogical methods and textbooks we utilize to advance our students’ knowledge about cultural differences and health disparities. In this essay, I argue that intersectional theory functions as an effective tool for the assessment and correction of diversity, equity, and inclusion training models for medical students. I critique, in particular, the additive conceptions of identity and diversity that dominate the literature. Intersectional theorists also provide helpful directives for how to train students (...) to be suspicious of social categories and their relations to power structures. Their ideas can be used to create parameters for case-based learning so as not to undertheorize the culture of medicine and to add depth to core concepts like autonomy and privacy through much-needed investigations of identity formation and expression. Ultimately, intersectional theory pushes medical ethicists to educate their students to understand difference, diversity, and inequity within a wider moral frame. (shrink)

This volume brings together emerging and established religious ethicists to investigate how those in the field carry forward the practice and tradition of social criticism and, at the same time, how social criticism informs the scholarly values of their field. Contributors reflect on the nature of the moral subject and the ethical weight of human dignity and consider the limits and possibilities of religious humanism in orienting the work of social criticism. They compare religious sources and forms of research in (...) religious ethics to secular sources and the tradition of liberal social criticism. And they offer proposals for how religious ethics can help humanists navigate our complex and multicultural moral landscape and what this field reveals about the ultimate ends of humanistic scholarship. (shrink)