Socialinė politika vaidina svarbų vaidmenį formuojant žmonių gyvenimus. Siekiame išsiaiškinti, kaip posovietinė pertvarka socialinės politikos srityje keičia šiuolaikinėje Lietuvoje gyvenančių žmonių gyvenimo eigą. Siekiant šio tikslo, straipsnyje naudojama L. Leiseringo ir R. Walkerio (1998) pasiūlyta „gyvenimo eigos politikos“ analizės schema. Analizė rodo, kad Lietuva iš savo autoritarinės praeities paveldėjo stiprius gyvenimo eigos struktūravimo, integracijos ir normų formavimo mechanizmus. Vis dėlto šie mechanizmai silpsta arba yra adaptuojami prie šiuolaikinio socialinio, ekonominio ir politinio konteksto. Dėl to šiuolaikinę Lietuvą galima priskirti pofordistiniam gyvenimo (...) eigos režimui, kuris pasižymi gyvenimo eigos destandartizacija, depolitizacija ir didesniu socialinės politikos institucijų lankstumu. Perėjimas prie šio gyvenimo eigos režimo mūsų šalyje įvyko vėliau, palyginti su kitomis Vakarų Europos šalimis. Dabartinį gyvenimo eigos politikos režimą Lietuvoje taip pat galima apibūdinti kaip silpnai integruotą „segmentuoto saugumo“ modelį, kuriam būdingas atotrūkis tarp tų, kurie dalyvauja socialinio draudimo sistemoje, ir tų, kurie yra už jos ribų. (shrink)

This text offers a critique of a certain development in political discourses on progress, namely the “decoupling” of notions of moral from notions of technological progress. This decoupling yields fatal social, economic and ecologic consequences in practice that ultimately amount to a virtual perversion of progress. The second part of the paper reflects upon the psychosocial drivers of this dynamic. I venture that the only motive that may explain why we reproduce this dynamic even as we increasingly suffer from its (...) consequences is a compulsive avoidance of limitation, i.e. non-satisfaction of needs. Finally, I offer some tentative suggestions as to what a mature approach towards limitation would entail. (shrink)

This text offers a critique of a certain development in political discourses on progress, namely the “decoupling” of notions of moral from notions of technological progress. This decoupling yields fatal social, economic and ecologic consequences in practice that ultimately amount to a virtual perversion of progress. The second part of the paper reflects upon the psychosocial drivers of this dynamic. I venture that the only motive that may explain why we reproduce this dynamic even as we increasingly suffer from its (...) consequences is a compulsive avoidance of limitation, i.e. non-satisfaction of needs. Finally, I offer some tentative suggestions as to what a mature approach towards limitation would entail. (shrink)

Background Previous studies have shown that the rapid transition to emergency remote teaching due to the COVID-19 pandemic was challenging for healthcare teachers in many ways. This sudden change made them face ethical dilemmas that challenged their values and ethical competence. Research aim This study aimed to explore and gain a deeper understanding of the ethical dilemmas healthcare teachers faced during the COVID-19 pandemic. Research design This was an inductive qualitative study using a hermeneutic approach. Semi-structured interviews were conducted and (...) analysed thematically. Participants and research context Healthcare teachers ( n = 20) from eight universities and universities of applied sciences in the Nordic and Baltic countries participated. Ethical considerations This study was based on the research ethics of the Norwegian National Research Ethics Committee for Medicine and Health Sciences and approved by the Norwegian Agency for Shared Services in Education and Research. Findings Healthcare teachers faced several ethical dilemmas due to restrictions during the COVID-19 pandemic. The analysis revealed three main themes: How should I deal with students’ ill-being, and what can I as a teacher do?; What can I demand from myself and my students, what is good teaching?; How do I manage the heavy workload and everyone’s needs, and who gets my time? Conclusions This study highlights the importance of healthcare teachers’ continuous need for pedagogic and didactic education, especially considering new technology and ethical issues. During the pandemic, the ethical consequences of remote teaching became evident. Ethical values and ethical dilemmas should be addressed in healthcare education programmes at different levels, especially in teacher education programmes. In the coming years, remote teaching will grow. Therefore, we need more research on this issue from an ethical perspective on its possible consequences for students and healthcare teachers. (shrink)