If ethics of care deals with the nature of relationships, attentiveness, and understanding particular others, narrativity ought to play a central part. Sometimes, caring simply amounts to working with narratives. In the article I claim that narrativity can even be said to be native to an ethics of care. Through an example, I demonstrate how a narrative ethics of care can discern and grasp some moral problems better than the standard theoretical outlooks.
Professional work is currently based on explicit knowledge and evidence to a greater degree than in the past. Standardising professional services in this way requires repetitive scenarios and might be seen as a challenge to professional autonomy. In the context of policing, officers perform a range of familiar tasks, but they may also encounter novel challenges at any moment. Moreover, police tasks are not well-defined. Therefore, many missions require police officers to rely on common sense, tacit knowledge or gut feeling. (...) In this article, I argue that a values-based methodology may serve as a tool to help evaluate decisions in unfamiliar situations, to learn from experience, as well as be a quality control for established routines. _Keywords:_ ethics, policing, decision-making, values, experiential learning routines. (shrink)
I denne studien undersøkes hvilke moralske utfordringer norske politistudenter oftest møter i «praksisåret». Utfordringene identifiseres gjennom en analyse av 208 hjemmeeksamener i yrkesetikk fra avgangsstudentene ved Politihøgskolen i Oslo, hvor utfordringene beskrives gjennom kombinasjoner av hvilke verdier som står sentralt, hvilke personer som er involvert og hvilke typer oppdragene oppstår i. Funnene eksemplifiseres og settes i forhold til sentrale politivitenskapelige diskusjoner. Til slutt diskuteres hvordan studentene best kan forberedes på disse utfordringene. Nøkkelord: etikk, yrkesetikk, anvendt etikk, politi, utdanning English summary: (...) What moral challenges are Norwegian police students encountering during their practice period? This article examines what moral challenges Norwegian police students encounter during their practice period. The challenges are identified through an analysis of the experiences described in the professional ethics home exams of 208 graduates at the Norwegian Police University College in Oslo. From our analysis, paradigmatic challenges are constructed based on the combinations of values, persons and mission types typically highlighted in the exams. These challenges are then discussed in light of central topics in police science. Finally, we discuss briefly how police students can be best prepared for meeting these moral challenges. (shrink)