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Loie Fuller: The Art of Illusion * Known for her innovative use of fabric, light, and color to create captivating visual illusions in performance. * Her work emphasized the image created rather than the physicality of the dancer's body, marking a shift in performance art. * Patented several costume and set designs, including the iconic Serpentine dress and the glass floor for Fire Dance, showcasing her ingenuity. * Premiered notable works such as The Serpentine (1889) and Fire Dance (1895), which were pivotal in her career. * Succeeded in creating an aesthetic transformation, emphasizing individual interpretation of visual experiences. Isadora Duncan: The Mother of Modern Dance * An eccentric figure who rejected traditional ballet, favoring movement inspired by emotion and nature's rhythms. * While she did not create a new dance technique, she introduced a new motivation for movement, rooted in nostalgia for Ancient Greece. * Her philosophy emphasized that motion should be driven by emotion and expressed through the entire body, leading to a more natural form of dance. * Duncan's choreography was improvisational, focusing on feeling over form, and drew inspiration from her childhood innocence. * Her performances in St. Petersburg (beginning in 1904) inspired contemporaries like Fokine and Nijinsky, influencing the broader dance community. * Left a legacy of natural, emotional dancing, characterized by bare feet and flowing costumes, as seen in works like Ballspiel (1906) and Five Brahms Waltzes. The Denishawn School and Its Legacy Ruth St. Denis and Ted Shawn: Pioneers of Dance * Ruth St. Denis was captivated by exotic and oriental themes, famously inspired by an Egyptian cigarette poster featuring the goddess Isis. * Her dance Radha was a significant work that launched her career, showcasing her understanding of spectacle and audience engagement. * Ted Shawn played a crucial role in introducing men to professional dance, emphasizing powerful and athletic movement. * He founded an all-male dance company, Ted Shawn and His Male Dancers, and was a driving force behind the Denishawn School. * Shawn established Jacob’s Pillow, a significant dance venue in Massachusetts, which remains influential today. * Their collaboration and individual contributions helped shape the landscape of American dance. The Denishawn School: A Foundation for Modern Dance * Established in Los Angeles in 1915, Denishawn was the first dance school in the U.S. to produce a professional company. * The curriculum included a variety of styles, with a typical day comprising stretching, ballet, Oriental dance, and yoga meditation. * The school closed in 1919, but the Denishawn Company continued to tour, becoming the first U.S. company to perform in the Orient in 1925. * The school created a lineage of dancers, including Martha Graham and Doris Humphrey, who would further develop modern dance. * Denishawn's approach combined various techniques, allowing for a diverse exploration of movement and expression. * The legacy of Denishawn is evident in the evolution of modern dance and its emphasis on personal expression. The Big Four: Shaping Modern Dance Doris Humphrey: The Architect of Dance * Studied at Denishawn from 1917 to 1928, where she formed a creative partnership with Charles Weidman. * Known for her movement theory of 'fall and recovery,' which emphasizes the dynamics of balance and gravity in dance. * Established the Humphrey-Weidman Company in 1928, focusing on structure and technique in choreography. * Authored The Art of Making Dances, which codified choreographic design and emphasized ensemble work over solo performance. * Her choreography often explored themes of human experience and emotion, as seen in works like Water Study (1928). * Left a significant impact on modern dance through her innovative techniques and teachings. Martha Graham: The Psychological Pioneer * Studied at Denishawn from 1916 to 1923, where she developed her unique style of modern dance. * Her first concert as an independent artist in 1926 marked the beginning of the 'Heroic Age' of modern dance. * Graham's choreography often drew from psychoanalysis, focusing on the inner emotional landscape and reinterpreting patriarchal narratives. * Developed the Graham Technique, centered on contraction and release, which became the first codified modern dance technique. * Her company is recognized as the first truly modern dance company, celebrating its centennial milestone. * Graham's legacy includes a profound influence on the perception of dance as a serious art form. Ausdruckstanz and Its Influencers Rudolf Laban and Mary Wigman: Movement Innovators * Ausdruckstanz, or 'expressive dance,' emerged as a response to the cultural movements of the early 20th century, paralleling American modern dance. * Rudolf Laban, a movement scientist, developed a system of movement training and Labanotation for dance notation. * Laban's Movement Choirs allowed for structured improvisation, making dance accessible to all, regardless of training. * Mary Wigman, Laban's student, became a leading figure in German dance, known for her harsh and grotesque style. * Wigman's work often explored apocalyptic themes and the validity of all movement, including the ugly. * The rise of Nazism interrupted the development of Ausdruckstanz, impacting both Laban and Wigman's careers. Hanya Holm: Bridging Cultures in Dance * A student of Mary Wigman, Holm opened the Wigman School in NYC, later renamed the Hanya Holm School of Dance. * Known for her teaching talent, she blended American objectivity with German subjectivity in her methods. * Holm's approach produced highly skilled dancers, emphasizing detailed movement and expression. * Her influence extended through her students and the techniques she developed, contributing to the evolution of modern dance. * Holm's legacy is marked by her ability to adapt and innovate within the dance community. Key Influential Choreographers José Limón * Notable works include The Moor’s Pavane (1949), There is a Time (1956), and Missa Brevis (1958). * Developed the Limón Technique, which emphasizes movement through positions rather than the positions themselves. * Integrates breath (inspired by Doris Humphrey) and gesture (inspired by Charles Weidman) into dance. * Core principles include breath, fall and recovery, succession, and opposition, promoting a holistic approach to movement. * Describes the body as an orchestra, highlighting the importance of coordination and expression in dance. Lester Horton * Born in Indianapolis and moved to Los Angeles in 1928, where he became influenced by Native American cultures. * Inspired to pursue dance after witnessing a Denishawn performance, leading to the creation of the Horton Technique. * Established the first interracial dance company and the Lester Horton Dance Theater, which was the first venue dedicated to modern dance. * Horton Technique focuses on body actions viewed artistically, emphasizing anatomy and conditioning in exercises. * Known for the 17 Fortifications, which include movements like flat backs and lunges, producing versatile and articulate dancers. Katherine Dunham * A pioneer in integrating Black dance traditions into modern dance, she is recognized as the first dance anthropologist. * Conducted research in the West Indies, studying dance as a cultural expression, supported by fellowships from the University of Chicago. * Founded the Katherine Dunham Dance Company and the Dunham School for Arts and Research in 1945. * Major contributions include paving the way for Black dancers and establishing dance anthropology as a field of study. * Developed the Dunham Technique, which combines ballet and modern dance with Afro-Caribbean movements, often accompanied by jazz or polyrhythmic percussion. Modern Dance Techniques Horton Technique * Focuses on the body and its basic actions, viewed through an artistic lens, with a strong emphasis on anatomy and conditioning. * Inspired by 'primitive' cultures, it incorporates movements that reflect these influences. * Training includes foundational movements such as flat backs, lateral T, and lunges, aimed at creating dancers who are 'long and strong'. * The technique promotes versatility and fluidity in movement, allowing for detailed expression. * The Horton class at Butler University exemplifies the application of this technique in a structured learning environment. Limón Technique * Emphasizes movement through positions rather than static positions, focusing on the flow of movement. * Integrates breath and gesture, creating a dynamic interplay between the two. * Built on principles of fall and recovery, succession, and opposition, which are essential for expressive movement. * The concept of the 'body as an orchestra' highlights the importance of coordination and musicality in dance. * Instruction in this technique encourages dancers to explore their physicality and expressiveness. Dunham Technique * Combines principles of ballet and modern dance with a focus on torso isolations and Afro-Caribbean movements. * Musical accompaniment typically features jazz or polyrhythmic percussion, enhancing the cultural fusion in the dance. * The technique showcases a blend of American dance and Black dance heritage, enriching the modern dance landscape. * Dunham's work emphasizes the importance of cultural context in dance, reflecting her anthropological background. * The technique has influenced many dancers and choreographers, expanding the scope of modern dance. Postmodern Dance Movement A Postmodern America * Emerged in 1945, following WWII, characterized by skepticism and socio-political unrest. * Youth culture began to rebel against the traditional values of their parents, leading to significant cultural shifts. * Key events of the 1960s, such as the Women's and Civil Rights Movements, shaped the artistic landscape. * The assassinations of prominent figures like JFK, MLK, and Malcolm X, along with the Vietnam War and Cuban Missile Crisis, influenced the themes in postmodern art. * This period marked a departure from traditional narratives in dance, paving the way for new forms of expression. Merce Cunningham * Regarded as a revolutionary figure in the arts, comparable to Picasso and Stravinsky, he danced with Martha Graham from 1939 to 1945. * Challenged the necessity of meaning in dance, often at odds with the groundedness of Graham's technique. * Founded the Merce Cunningham Dance Company in 1953, which continued until 2011, following his wishes for a legacy tour. * His technique blends ballet and modern styles, emphasizing verticality and clarity of form. * Cunningham's choreography often utilized chance methods, allowing for equality among movements and ideas. Paul Taylor * Danced with Graham, Cunningham, and Balanchine, becoming a significant figure in modern dance. * His choreography reflects a unique blend of influences, resulting in a distinctive style that remains relevant today. * Taylor's work is characterized by openness to movement possibilities, creating a varied body of work. * While he did not codify a specific technique, his signature style incorporates balletic ideas with a more connected performance feel. * His choreography often features a two-dimensional aesthetic and specific movement shapes, such as the Taylor V. The Judson Dance Theater and Grand Union Characteristics of Postmodern Dance * Rejects the boundaries between high and low art, promoting a more inclusive artistic dialogue. * Emphasizes process over product, focusing on the exploration of ideas rather than traditional narratives. * Disregards the boundaries between different art mediums, allowing for a fusion of styles and expressions. * The Judson Dance Theater served as a public performance space for experimental movement artists, fostering innovation in dance. * Grand Union furthered these ideals, creating a collaborative environment for diverse artistic expressions. Overview of Postmodern Dance Key Characteristics of Postmodern Dance * Emphasizes process over product, valuing the journey of creation rather than the final performance. * Rejects formalism and traditional labels, allowing for a broader interpretation of what dance can be. * Embraces the ephemeral nature of dance, recognizing that each performance is unique and transient. Historical Context and Key Figures * The dominant period of postmodern dance was from 1962 to 1964, with significant performances starting on July 6, 1962. * Key artists include Yvonne Rainer, Steve Paxton, and Trisha Brown, who were instrumental in shaping the movement. The Grand Union Collective * Formed from a project initiated by Yvonne Rainer, emphasizing collaboration and close working relationships among members. * Operated from 1970 to 1976, with performances that were entirely improvised, showcasing the spontaneity of the art form. * Members included prominent figures like Rainer, Paxton, and Brown, who contributed to the collective's innovative approach. Influential Artists and Their Contributions Yvonne Rainer * Rainer is considered the most significant figure of the Judson Dance Theater era, known for her shift from traditional techniques to more accessible forms of dance. * Her 'No Manifesto' articulated the principles of postmodern dance, advocating for a rejection of conventional aesthetics. * 'Trio A' (1966) is her most famous work, characterized by its minimalist approach and focus on movement rather than narrative. Steve Paxton and Contact Improvisation * Paxton founded Contact Improvisation (CI) in 1972, which emphasizes a shared experience between dancers, alternating roles of giving and receiving weight. * CI encourages uninhibited movement and connection, allowing for personal expression and exploration. * The lack of codification in CI promotes diverse teaching methodologies, making it adaptable to various styles. Trisha Brown * Brown is a leading figure in postmodern dance, known for her innovative use of improvisation as a choreographic tool. * Her technique focuses on gravity, exploring how to release into it and its effects on the body. * 'Set and Reset' (1983) is a hallmark of her work, showcasing collaboration with artists like Robert Rauschenberg and Laurie Anderson. The Evolution of Dance Styles The Balanchine Legacy * George Balanchine's neoclassicism transformed ballet, making it more athletic and less courtly, influenced by modern and jazz dance. * His work laid the foundation for the New York City Ballet (NYCB) and inspired emerging choreographers like William Forsythe. * Arthur Mitchell, the first African American ballet star at NYCB, founded the Dance Theatre of Harlem, integrating African American traditions into ballet. Twyla Tharp's Innovations * Tharp emerged from the postmodern movement, merging its ideas with ballet to expand the boundaries of both forms. * Founded Twyla Tharp Dance in 1965, focusing on space, time, and pedestrian movement. * Her work emphasizes creativity and improvisation, showcasing a blend of various dance styles. Contemporary Dance Practices Contemporary Training Techniques Technique Name Description Countertechnique Investigates principles of dynamic balance. Gaga Improvisational, rooted in descriptive imagery. Flying Low Focuses on using the body’s natural spiralic energy. Release Technique Centers on breath and fluidity through the joints. FoCo Technique Merges concepts from Chinese classical and modern. Somatic Practices Prioritizes feeling and sensing over visual cues. Commentary Through Choreography * Dance serves as a vessel for social commentary, addressing various social, political, and global issues. * The universal language of the body allows for a performance platform that transcends cultural barriers. * Choreographers often engage in deep research to elevate their work beyond mere entertainment, creating pieces that are literal, abstract, or metaphorical. Social Justice in Dance Bill T. Jones and His Impact * Bill T. Jones is a prominent choreographer known for using dance as a vehicle for social change, particularly during the AIDS epidemic. * His work often incorporates elements of performance art, including spoken word and multimedia. * Founded the Bill T. Jones/Arnie Zane Dance Company in 1982, which continues to thrive today. Notable Works by Bill T. Jones * 'D-Man in the Waters' (1989) addresses the aftermath of personal loss and the AIDS crisis. * 'Last Supper at Uncle Tom’s Cabin/The Promised Land' (1990) explores themes of suffering and faith. * 'Still/Here' (1994) emerged from workshops with terminally ill individuals, gaining notoriety for its poignant exploration of mortality. * His recent work, 'Deep Blue Sea' (2021), reflects on social justice issues during the COVID-19 pandemic and the Black Lives Matter movement. Undergraduate Study in Dance Degree Types and Focus Areas * Bachelor of Fine Arts (BFA): Emphasizes performance and choreography, preparing students for careers in dance performance and creative roles. * Bachelor of Arts (BA): Balances performance with a broader liberal arts education, allowing for a more diverse academic experience. * Bachelor of Science (BS): Focuses on scientific and quantitative studies, often including courses in dance sciences like kinesiology and movement therapies. Core Coursework in BFA Programs * Dance Technique: Varies by program, covering various styles and foundational skills. * Choreography: Includes practical experience in creating dance pieces, often with a focus on Dance for Camera. * Dance Pedagogy: Prepares students for teaching dance, covering methods and educational theories. * Anatomy and Kinesiology: Essential for understanding the physical body in relation to dance, enhancing performance and injury prevention. Additional Opportunities in Undergraduate Programs * Performance Opportunities: Students can perform in works by faculty, guest artists, and peers, gaining practical experience. * Masterclasses and Guest Lectures: Exposure to industry professionals enhances learning and networking. * Internships: Provide real-world experience and professional connections in the dance field. Graduate and Doctoral Study in Dance Types of Graduate Degrees * Master of Fine Arts (MFA): A terminal degree focusing on performance and creative research, essential for advanced artistic careers. * Master of Arts (MA): Often a stepping stone to Ph.D. work, focusing on liberal arts research or non-performance areas like Movement Therapy. * Ph.D. in Dance: Terminal degree for those pursuing research in educational, historical, or anthropological aspects of dance. Importance of Terminal Degrees * Terminal degrees are crucial for teaching positions in higher education, ensuring educators have advanced knowledge and skills. * They provide a pathway for specialized research, contributing to the academic field of dance. Transferable Skills from Dance Training Key Skills Developed * Time Management: Balancing rigorous training schedules with academic responsibilities. * Teamwork and Collaboration: Essential for group performances and choreographic projects. * Creative Thinking: Developing innovative solutions in choreography and performance. * Leadership: Opportunities to lead projects or direct performances enhance leadership skills. Career Opportunities in Dance Diverse Career Paths * Performance: Opportunities as company dancers or freelance artists in concert and commercial settings. * Choreography: Roles as resident choreographers or freelance artists, including dance filmmaking. * Teaching: Positions in private studios, public schools, and higher education, including curriculum development. Complementary Fields * Physical Therapy and Exercise Science: Important for injury prevention and rehabilitation for dancers. * Technical Theater: Involves stage management, costume design, and lighting design, supporting dance productions. * Nutrition and Dietetics: Essential for maintaining health and performance levels in dancers. Challenges in the Dance Industry Key Challenges Faced * Funding: Securing financial support for training and performances remains a significant hurdle. * Societal Perception: The relevance of artists is often questioned, impacting funding and support. * Job Stability: Economic factors and the nature of the industry can lead to instability in careers. The Evolution of Dance Categories Traditional Definitions * Concert Dance: Focuses on artistic expression in formal settings, traditionally dominated by ballet and modern styles. * Commercial Dance: Aimed at mainstream audiences, includes hip hop, street dance, and Broadway, requiring different training focuses. Blurring the Lines Between Categories * The rise of versatile training in the 1980s and 1990s has led to a blending of concert and commercial styles. * Shows like So You Think You Can Dance have increased exposure for dancers, allowing them to cross between genres. Dance as Sport Athleticism in Dance * Professional dance requires physical attributes similar to those in traditional sports, including strength, endurance, and flexibility. * Cross-training is essential for dancers to enhance their physical skills and performance capabilities. Dance Competitions * Competitions are organized regionally and nationally, with categories based on age, level, and genre. * Scoring systems evaluate technique, performance, and choreography, with awards given for various achievements. Pros and Cons of Dance Competitions Advantages of Dance Competitions * Dance competitions elevate the visibility of dance as a sport, engaging both dancers and audiences in a competitive atmosphere. * They provide young dancers with valuable experiences in handling rejection and understanding the subjective nature of performance evaluation. * Competitions encourage versatile training, which can serve as a launchpad for professional careers, emphasizing the importance of time management, personal responsibility, and teamwork. * Many competitions offer scholarship opportunities and conventions, enhancing training, networking, and exposure for participants. Challenges and Criticisms of Dance Competitions * Technical training may be compromised in competitive studios, focusing more on choreography and tricks rather than foundational skills. * The emphasis on sports elements can overshadow the artistic aspects of dance, influencing teaching practices in studios. * Choreography may lack individuality as dancers often follow trends that are more likely to win competitions. * Issues of hypersexuality in young dancers and the appropriateness of choreography/music are prevalent during competition seasons

CHOIR NO

ETHICS MIDTERM KANT'S MORALITY AND FREEDOM According to Kantian Philosophy, FREEDOM is a concept which involved in the moral domain. Kantian Freedom is closely linked to the notion of autonomy meaning "law itself; thus freedom falls obedience to a law that I created myself" "To act freely is to act autonomously. To act autonomously is to actc according to a law I give myself. When I act according to the laws of the natute, demands of social convention, when I pursue pleasure and comfort, I am not acting freely. To act freely is not tocsimply choose a means to a given end.To act freely is to choosecthe end itself, for its own sake." KANTIAN NOTION OF FREEDOM Contrasts of Kant's Notion of Moral Law 1. DUTY vs INCLINATION (morality) only the motive of duty, acting according to the law I give myself confers moral worth to an action. Any other motive, while possibly commendable, cannot give and an action moral worth Scenario 1: Duty vs Inclination A nurse, Maria, is working in a hospital She Is assigned to care for a difficult patient, Mr. Johnson, who is known for being rude and demanding. Maria feels a strong inclination to ignore Mr. Johnson's requests and provide minimal care due to his behavior. However, according to her duty as a nurse, Maria knows she must provide the same level of care to all patients regardless of their behavior. Scenario 2: Duty and inclination in accordance to Emmanuel Kant's Morality Sara, a Muslim American nurse, is working in a hospital where there is a shortage of staff. One day, she finds out that her colleague, Lisa, a Hindu Indian nurse, made a medication error that harmed a patient. Sara knows that according to her duty as a nurse, she should report the error to the authorities. However, Sara also feels a strong inclination to protect Lisa, as they are good friends, and she fears that reporting the error may harm Lisa's career. Scenario 3: Nurse Johnson is assigned to administer medication to patients in a hospital. One day, while on duty, she notices that one of her patients is in severe pain and requires immediate attention. However, Nurse Johnson is feeling exhausted and overwhelmed due to working long hours without a break. Despite knowing her duty to provide timely care to the patient, Nurse Johnson decides to take a break and relax for a while, prioritizing her inclination to rest over her duty to attend to the patient's needs. 2. AUTONOMY vs HETERONOMY (freedom) I am only free when my will is determined autonomously, governed by the law I give myself Being Scenario 1: Autonomy vs. Heteronomy Sarah, a high school student, is given the freedom to choose her extracurricular activities. She decides to join the debate club because she enjoys public speaking and critical thinking. Her parents support her decision but let her make the choice independently. Sarah feels empowered and motivated by her ability to make her own decisions In contrast, Sarah's friend Emily is pressured by her parents to join the school choir despite not having much interest in singing. Her parents believe that being part of the choir will improve Emily's confidence and social skills. Emily feels obligated to obey her parents' wishes, even though she would prefer to explore other activities. Scenario 2 David, a college student, is faced with a difficult decides on about whether to cheat on an upcoming exam. Despite feeling overwhelmed by the pressure to perform well, David chooses not to cheat because he believes it is morally wrong. On the other hand, David's classmate, Tom, decides to cheat on the exam after being persuaded by his friends who argue that everyone else is doing it and that the consequences are minimal. 3. Categorical vs Hypothetical Imperatives (reason) Kant acknowledges two ways in which reason can command the will, two imperatives. Hypothetical Imperatives uses instrumental reason: " If i want X, I must do Y" Hypothetical Imperatives is always conditional. Categorical Imperatives is non-conditional. Situation 1 [categorical] A student wants to pass their exam. If the student wants to pass the exam, they must study diligently Scenario 2 [hypothetical] A person wants to lose weight. If the person wants to lose weight, they must exercise regularly and eat healthily. Scenario 3 [categorical] A nurse encounters a patient in the hospital who requires immediate medical attention. However, the nurse is unsure if she should assist the patient because it is her break time, and she wants to relax. Scenario 4 [ categorical] A nurse is assigned to administer medication to a patient However, the nurse mistakenly believes that she can skip certain safety protocols to save time. ROLE OF FREEDOM IN MORALITY Morality refers to the cultivation of virtue Virtue: the development of character traits so that choosing the good becomes the matter of habit But in order to be truly Virtues, a person must be set free to cultivate such virtue, or not. FREEDOM: THE FOUNDATION OF MORAL ACT Freedom is humans' greates quality, a reflection of our creator. The power rooted in: Reason and Will To Act or Not To Act To Do This or That To Perform Out of Responsibility Good and Evil are forged out from freedom. And that as a person reaches a higher level of freedom, he becomes more capable of higher levels of morality. However, the sinful person becomes a slave. The concept of Freedom is a central premise in Religious Morality, and Secular Culture greatly exalts freedom. FREEDOM AND FREE WILL Freedom is rooted in "reason and will", "to act or not to act", "to do this or that", and to perform deliberate actions on one's own responsibility is a premise in religious morality (i.e. Catholics). Since our secular culture greatly exalts freedom. Freewill "the power of acting without of the constraint necessity or fate" -Oxford Dictionary "the notional capacity or ability to choose between different possible courses of action unimpeded. Free will is closely linked to the concepts of moral responsibility, praise, culpability, sin, and other judgements which apply only to actions that are freely chosen." -Philosophical notion FREEDOM FREEWILL Refers to the ability to act according to one’s own will, without coercion or constraint. Often associated with external circumstances, such as legal rights or societal norms Can be limited by external factors, such as laws, regulations, or societal expectations. Implies, the absence of external restrictions on one’s actions Refers to the philosophical concept that individuals have the ability to choose their actions freely. Often associated with internal mental states, such as intentions, desires, and beliefs. Implies the ability to make choice that are not determined by external factors alone. Raises questions about determinism, the idea that all events, including human actions, are ultimately determined by causes to external to the will Reason and Will Difference Similarity Reason -the ability to think, understand, and form judgement based on logic -is often associated with intellect and rationality -more objective and impartial -faculty of the mind - Both involve conscious process and can be influenced by various factors - Both play a role in decision-making and guiding behavior Will -ability to make conscious choices -desire and motivation -more of an intentional process -influenced by emotions and desires Faculty of the soul/spirit -Both are considered important aspects of human nature in many philosophical and psychological theories FREEWILL AGAINST ALL ODDS "if man has freewill, then are we truly free?" Freewill in Philosophy VS Freewill in the Scientific Notion Freedom, Freewill and Chaos Freewill in the Scientific Notion Chaos Theory (Physics and Quantum Mechanics) interdisciplinary area of scientific study and branch of mathematics focused on underlying patterns and deterministic laws of dynamical systems that are highly sensitive to initial conditions, and were once thought to have completely random states of disorder and irregularities. Chaos Theory (Psychology) is a theory that explains events that seem unforeseeable and erratic on their surface but are controlled by deterministic explanations. The chaos theory definition is applied to nonlinear systems that are significantly impacted by the circumstances of their starting position. The theory explains that extremely small changes in the initial circumstances of a situation can result in extreme differences later on. Chaos Theory (Leyman's) describes the qualities of the point at which stability moves to instability or order moves to disorder. CHAOS THEORY: Butterfly Effect "one small occurrence can influence a much larger complex system" evokes the idea that a small butterfly flapping its wings could, hypothetically, cause a typhoon. Or it could not - the mind-boggling part of the butterfly effect is that it's virtually impossible to predict whether a small system will lead to chaotic behavior ETHICAL THEORIES I. Consequentalism Il. Moral Subjectivism III. Ethnocentricism IV. Social Contract Theory V. Feminist Ethics VI. Situation Ethics Vil.Divine Command Theory VIII. Natural Law Theory IX. Rawl's Theory of Justice X. Ethical Nursing Theories REASON AND IMPARTIALITY Reason and Impartiality are not absolute to a particular group of people, while Morality is absolute. REASON the capacity for consciously making sense of things, establishing and verifying facts, applying logic, changing or justifying practices, intitutions, and beliefs bassed on new or existing information (Kompridis, 2000) CONSEQUENTIALISM: Only the consequenecs, or outcomes, of actions matter morally. Acts are deemed to be morally right (or wrong) solely on the basis of their consequeces. e.g.: Lying (considered wrong) Consequentialism: "If lying is may help save a person's life, then lying is deemed to be the right thing to do." theoretical flaw: difficult; no one can predict the future; objectionable Principles of Consequentialism 1. Whether an act is right or wrong depends only on the results of that act; 2. The better consequences an act produces, the better or more right that act. MORAL SUBJECTIVISM Right and Wrong is determined by what YOU, the subject just happens to think or "FEEL" is right or wrong Theories under Moral Subjectivism A. Simple Subjectivism B. Individualist Subjectivism C. Moral Relativism D. Ideal Observer E. Ethical Egoism F. Utilitarianism G. Teleotonlogy H. Deontology I. Virtue Ethics A. Simple Subjectivism view that ethical statements reflect sentiments, personal preferences and feelings rather than objective facts B. Individual Subjectivism Individualist, a view put forward by Protagoras, saying that "there are as many distinct scales of good and evil as there are individuals in the world." Egoism, maintains that every human being ought to pursue what is in his or her self-interest inclusively. C. Moral Relativism or Ethical Relativism, view that "for a thing to be right, it must be approved by society", leading to the conclusion of different things are right for people in the different societies and different time periods D. Ideal Observer view that 'what is right is determined by the attidtudes that a hypothetical ideal observer"(a being who is perfectly rational, imaginative, and informed) E. Ethical Egoism Right and wrong is determined by what is in your self-interest. Or is it immoral to act contrary to your self-interest based on Psychological Egoism, that WE by nature, act selfishly. Egocentricism and Sociocentrism E1. Egocentricism -the common tendency to consider one's personal opinion. - "an egocentric thinker thinks or does not recognized or even entertain any other opinion; thinks that their opinion alone matters, and all other opinions fare less compared to his own" E2. Sociocentrism - when an entire community (not just an individual) or social group imposes its own worldview and thinks of it as an unquestionable. e.g Religious groups (Islam, Christians, and Jewish) Political Factions Postcolonial Mentality F. Utilitarianism a theory that holds that the best way to make moral decision is to look at the potential consequences of each available choices, then pick the option that either does most to increase happiness or does to increase suffering. G. Teleontology refers to the philosophical study of the nature and essence of teleology, which is the study of purpose or goal-directedness in nature. can be understood as the study of the purpose or ultimate goals behind things, particularly in the context of healthcare and nursing. It involves examining why certain healthcare practices are carried out and what they aim to achieve for the well-being of patients. H. Deleontology or Deontological Ethics is an approach that focuses on the rightness or wrongness of actions themselves, as opposed to the rightness or wrongness of the consequence of those actions I. Virtue Ethics is an excellent trait of character. Is a disposition, well entrenched in its possessor. emphasizes an individual's character as the key element of ethical element of ethical thinking. States that only good people can make good moral decision. Therefore, the best way to be moral is to constantly seek to improve oneself. Virtue ethics encourages nurses to embody virtues like empathy and kindness, which guide their actions and decisions Examples Compassionate Care: A nurse provides emotional support and comfort to a grieving family, demonstrating empathy and compassion. Honest Communication: A nurse is truthful and transparent in communication with patients and families, reflecting honesty as a virtue. Advocacy: A nurse advocates for a patient's needs, showing fairness and a commitment to justice. I1. Eudaimonism holds that the proper goal of human life is eudamonia (which can be variously translated as "happiness") and that this goal can be achieved by a lifetime of practicing arête (the virtues), in one's everyday activities, subject to the exercise of phronesis (practical wisdom) or dilemmas which might aruse. I2. Ethics of Care developed by Annette Baier (1987), is focused upon feminine mentality,wherein it is to exemplified by women such as: taking care of others, patience, ability to nurture, and self sacrifice, etc. I3. The Theory of Natural believe that every person is endowed with certain inalienable rights, such as right to life, right to property, right to liberty. Kant's Good Will and Sense of Duty to act out of sense of moral "obligation" or "duty" ETHNOCENTRISM -is the belief in the inherent superiority of one's own ethnic group or culture. It involves judging other cultures based on the standards and values of one's own culture, often leading to a biased perspective where one's own culture is seen as the "norm" or the standard by which all other cultures are measured. Ethnocentrism can result in prejudice, discrimination, and misunderstanding towards other cultures. Implications for Nursing Practice Cultural Imposition: Nurses may unintentionally impose their own cultural beliefs on patients, which can lead to misunderstandings and conflicts. For example, a nurse might assume that a patient's reluctance to accept a particular treatment is due to ignorance rather than cultural beliefs Barriers to Communication: Ethnocentrism can create barriers in communication between nurses and patients. When nurses view their cultural norms as superior, they may struggle to understand the perspectives of patients from different backgrounds, leading to ineffective communication and reduced trust. Impact on Patient Compliance: Patients who perceive that their cultural beliefs are not respected may be less likely to comply with medical advice or treatment plans. This non-compliance can result in poorer health outcomes and increased healthcare disparities among ethnocultural groups IV. SOCIAL CONTRACT THEORY posits that moral obligations arise from agreements among individuals in society. It suggests that ethical rules are those that rational individuals would agree to for mutual benefit. Application in Nursing in nursing, social contract theory can inform professional codes of conduct and ethical standards that nurses agree to uphold. Examples Professional Codes: Nurses adhere to professional codes that outline ethical responsibilities, such as respecting patient rights and maintaining professional boundaries. Teamwork: Nurses work collaboratively with other healthcare professionals based on agreed-upon roles and responsibilities. Patient Rights: Nurses respect and advocate for patient rights such as the right to refuse treatment, as part of their professional obligations. V. FEMINIST ETHICS a complex set of interrelated perspectives that emphasize interpersonal concerns such as caring, interdependence, and the ethical requirements of particular relationships. Such concerns are traditionally identified with women, but Feminist Ethics should not be thought of as a theory only for women. Feminist ethics can guide care that prioritizes empathy, nurturing, and the well-being of patients and their families. Examples Holistic Care: Nurses provide care that considers the emotional and social needs of patients, not just their physical health. Supportive Relationships: Nurses foster supportive relationships with patients and their families, emphasizing care and empathy Advocacy for Vulnerable Groups: Nurses advocate for the rights and needs of vulnerable patient groups, reflecting a commitment to social justice. VI. SITUATION ETHICS argues that ethical decisions should be made based on the unique circumstances of each situation, rather than adhering to fixed rules. Sițuation ethics can guide decisions that require flexibility and adaptation to individual patient needs. Examples: Emergency Situations: In emergency situations, nurses mayneed to act quickly without following standard protocols, prioritizing immediate patient needs. Cultural Sensitivity: Nurses adapt care practices to respect the cultural beliefs and values of diverse patients. End-of-Life Care: Nurses make decisions about end-of-life care based on the specific needs and wishes of the patient and their family. VII. DIVINE COMMAND THEORY (DCT) is a metaethical theory that posits that moral values and obligations are grounded in the commands of God. According to this theory, actions are morally right if they align with God's commands and morally wrong if they contradict them. This perspective asserts that morality is not based on human reasoning or societal norms but is derived from divine authority. Is higher than human act Key Features of DCT 1.God's Sovereignty: DCT emphasizes that God's will is the ultimate foundation for all moral principles. What God commands is inherently good, while what He forbids is inherently bad. 2. Objective Moral Standards: The theory asserts that moral truths exist independently of human opinions or cultural contexts. These truths are rooted in divine commands. 3. Moral Simplicity: Actions can be categorized as right or wrong based on their alignment with God's commands, making moral decision-making straightforward according to this framework. 4. Religious Texts as Guidance: Ethical guidance is derived from sacred texts, such as the Bible or the Qur'an, which provide the commandments and principles that followers are expected to uphold. 5. Absolute Moral Laws: Since God's commands are seen as unchanging, the moral laws derived from them are also considered fixed and universal. 6. Limitations on Autonomy: Adherents to DCT may find their personal freedoms constrained by divine dictates, emphasizing obedience to religious laws over individual preferences. Applications of DCT in Nursing: Guiding Ethical Decisions Nurses who subscribe to DCT may use their understanding of divine commands to guide their ethical decisions in clinical settings

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