Lennart Nordenfelt and Andrew Edgar
This paper presents the theoretical model of dignity that has been created within the Dignity and Older Europeans (DOE) Project. The model consists of four kinds of dignity: the…
Abstract
This paper presents the theoretical model of dignity that has been created within the Dignity and Older Europeans (DOE) Project. The model consists of four kinds of dignity: the dignity of merit; the dignity of moral stature; the dignity of identity; and Menschenwurde.1) The dignity of merit depends on social rank and formal positions in life. There are many species of this kind of dignity and it is very unevenly distributed among human beings. The dignity of merit exists in degrees and it can come and go.2) The dignity of moral stature is the result of the moral deeds of the subject; likewise it can be reduced or lost through his or her immoral deeds. This kind of dignity is tied to the idea of a dignified character and of dignity as a virtue. The dignity of moral stature is a dignity of degree and it is also unevenly distributed among humans.3) The dignity of identity is tied to the integrity of the subject's body and mind, and in many instances, although not always, dependent on the subject's self‐image. This dignity can come and go as a result of the deeds of fellow human beings and also as a result of changes in the subject's body and mind.4) Menschenwurde is the universal dignity that pertains to all human beings to the same extent and cannot be lost as long as the person exists.
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Andrew Edgar and Lennart Nordenfelt
The Dignity and Older Europeans Research Group has produced a series of recommendations on policy. We propose that these recommendations should be considered by European…
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The Dignity and Older Europeans Research Group has produced a series of recommendations on policy. We propose that these recommendations should be considered by European legislators, national governments, professional organisations and all institutions and practitioners who provide services for older citizens.Our policy recommendations are inspired by the data gathered from focus groups, as well as by the theoretical reflections on the concept of ‘dignity’. This article introduces four core policy recommendations. The first reflects the rights of the older person, the second calls for the removal of ageism and ageist practices; the third concerns the regulatory frameworks needs in service provision and the fourth reflects the welfare entitlements of older people.
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Luiz Gonzaga Godoi Trigo and AndréA Kogan
This reflection was based on my post‐doctorate thesis from June 2003 at the School of Arts and Communication of São Paulo University, published as: “Entertainment — an open…
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This reflection was based on my post‐doctorate thesis from June 2003 at the School of Arts and Communication of São Paulo University, published as: “Entertainment — an open criticism” (São Paulo: Senac, 2003). The main issues discussed on this text are about culture, entertainment and particularly about the new technologies that influence both. The main point of this reflection is how culture and entertainment, processed by new information technologies and telecommunications, inserted in the complexity of the globalization and in the core of the post‐industrial societies, are influencing society as a whole.
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Win Tadd and Paul Dieppe
This paper describes the creation of the educational materials developed as part of the Dignity and Older Europeans Project. Following a discussion of the development process, the…
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This paper describes the creation of the educational materials developed as part of the Dignity and Older Europeans Project. Following a discussion of the development process, the materials themselves are described. The materials includes a poster of the dignity balance, which contains five core messages and illustrates the impact of both enhancing and violating individual dignity. The second product is a leaflet that also includes the dignity balance and lists of actions and approaches that will promote dignity or result in indignity. The final product to date is a multidisciplinary workbook which is described in some detail. The workbook Educating for Dignity provides a brief outline of the theoretical model of dignity, and four different sections based on the empirical findings:• understanding dignity• old age ‐ what is it like to be an older person?• dignity in care• the impact of the system.In each section quotations from participants, supplemented with images and cartoons, are used to illustrate various aspects of dignity. Readers are then set exercises to promote reflection about the issues raised. The workbook also contains a discussion of the exercises, an extensive bibliography and some policy implications. Finally, dissemination and use of the materials are explored.
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Sergio Ariño‐Blasco, Win Tadd and Josep Boix‐Ferrer
Professionals' views concerning the importance of dignity and how this can best be maintained is important for the planning and provision of appropriate services, especially for…
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Professionals' views concerning the importance of dignity and how this can best be maintained is important for the planning and provision of appropriate services, especially for older people.Dignity was described as an integral part of being human and closely related to respect. Overall, participants painted a negative image of the lives of older people, although clear distinctions were drawn between fit and frail older people. Indignities associated with old age arose from ill health, dependency, vulnerability, frailty and loss of competence. It was considered that technological advances and information technology had left many older people behind. However, many described working with older people as an enjoyable experience offering variety, intellectual challenge and satisfaction, while recognising that working with older people was often given low status.Professionals identified the following factors as essential to dignified care: promotion of autonomy and independence; a person‐centred and holistic approach; maintenance of identity and encouragement of involvement, participation and empowerment; effective communication and respect. Undignified care was associated with: invisibility; de‐personalisation and treatment of the individual as an object; humiliation and abuse; narrow and mechanistic approaches to care.Policy development and professional education should give greater prominence to dignity and a greater emphasis ought to be placed on living with dignity in old age rather than solely dying with it.
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This paper describes the methods used within the Dignity and Older Europeans (DOE) Project and in particular the approach involved in developing the bibliographical database, the…
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This paper describes the methods used within the Dignity and Older Europeans (DOE) Project and in particular the approach involved in developing the bibliographical database, the philosophical methods used in creating the theoretical model of dignity, together with the empirical methods involved in data collection with older people, health and social care practitioners and the younger and middle‐aged adults, will be described.The paper will attempt to provide the reasoning for the chosen methods and highlight some of the difficulties involved in carrying out comparative cross‐cultural research.