Mustafa Volkan KAVAS

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Anlatı sallık ve tıp etiği eğitimindeki yeri

Anlatı sall ı k kuram ı na göre, anlatarak, deneyimlerimizi öyküleyerek ya șam ı m ı za anlam atfederiz; kimli ğ imizi, ideolojimizi anlatı lar yoluyla örer, gerçekli ğ i betimleyerek özgün biçimde yeniden kurarı z; bir anlatı n ı n karakterleri gibi bütünsellik duygusuyla ya șar, ya ș am ı m ı zı bu bütünsellik içinde değ erli kı ları z. Tikel deneyimlerimizde yatan anlam anlatı larla temsil edilebilir ve iletilebilir, dolayı s ı yla anlatı ları n irdelenmesiyle su yüzüne ç ı karı labilir. Bugünkü genelgeçer anlay ı ș a göre etik, yabanc ı lar arası ndaki ili șkilerin do ğ ru biçimde düzenlenmesiyle ilgilidir. Biyoetikçi, hakları nda yorumlarda bulunup kararlar vermesi beklenen durumlarauzaktan bakan ve eylem seçenekleri önerdi ğ i ki șilerin aras ı na karı șmayan bir yarg ı ç gibi davran ı r.Ki șilere değ il, davran ı ș lara; de ğ ersel anlamlara de ğ il de ğersel ikilemlere odaklan ı r. Bu yakla șı m,yaln ı zca nesnel koșullar altı nda yap ı lan değ erlendirmeleri geçerli sayd ı ğ ı için öznel gerçekli ğ e kördür. Tı p eti ğ i e ğ itimi, ö ğ rencileri, u ğ ra ș ya ș amları boyunca karșı la șacakları etik ikilemleri do ğ ru șekilde değ erlendirme, ilgili argümanları kavrama, kendi argüman ı n ı tutarl ı l ı k içinde olu șturma veuygun biçimde ifade edip savunma gibi becerilerle donatmayı amaçlamaktad ı r. Ne var ki, ki șiyeu ğ ra ș ı n ı n değ er yap ı s ı n ı sorgulamas ı n ı ve iyi ve insanc ı l bir eyleme nas ı l mümkündür? sorusunu yan ı tlaması n ı sa ğ layacak yetileri kazand ı rmamaktad ı r. Tı p eti ğ i e ğ itimi, sa ğ l ı k çal ı șan ı adayı n ıiyi bir insan olma yönünde dönü ș türecek ve u ğ ra șı n ı n de ğ erlerine ili ș kin ona bütüncül birgörü kazand ı racak ise, tı bb ı n gündelik ya ș antı ları na gömülü olan de ğ ersel anlamlara yönelik biryakla șı m geli știrmek zorundad ı r. Tı p eti ğ i e ğitimi günümüzde iki anlayı șı n belirlenimi altı ndad ı r: 1) Tı bb ı n bilimle özdeșleștirilmesindenköken alan kan ı ta dayal ı tı p yakla șı m ı . 2) Etik e ğ itiminin ki șilerin analitik akı l yürütme yeteneklerinin geli ș tirilmesiyle ilgili oldu ğ u savı . Anlatı sall ı k bu tablonun bir parças ı haline gelmeli; tı peti ğ i eğ itimi anlatı sall ı k kuram ı ndan beslenmeli ve belirli ölçülerde onun tarafı ndan belirlenmelidir.

Narrativity and its place in medical ethics education

According to the narrativity theory, we attribute meaning to our lives by putting our experiences in a story form, namely, by narrating them; we build our personality and ideologythrough narratives and describe reality and reestablish it in an authentic way with them; we liveour lives like a character in a story with a feeling of integrality and we make them valuable inthis integrality. The moral meaning embedded in particular experiences can be representedand communicated with narratives, thus they can be disclosed by analyzing them.Ethics, as generally understood today, is about organizing relationships between strangers in a proper manner. Bioethicist behaves like a judge who observes situations from a certain distance about which she is supposed to comment and reach a decision and who never joinspersons to whom she advices preferences for action. She focuses on behaviors rather than persons, moral dilemmas rather than moral meanings . This approach is blind to subjective reality, since it considers evaluations made only on objective grounds valid.Medical ethics education aims to equip students with skills of analyzing ethical dilemmas whichthey would confront during their professional lives, comprehending related arguments, formingtheir own arguments in consistency, and expressing and defending them in appropriate ways. However, it makes them gain tools for neither inquiring the moral structure of their profession,nor answering the question how a good and humane acting is possible? If medical ethicseducation is supposed to transform healthcare professional candidate towards being a goodperson and make her adopt a holistic vision on values intrinsic to her profession, it must develop an approach regarding moral meanings hidden in daily experiences of medicine. Today medical ethics education seems to be determined by two major conceptions: 1) Evidencebased medicine originating from identifying medicine with science. 2) The claim that ethicseducation is about developing persons ability of analytic reasoning. Narrativity should becomea part of this picture; medical ethics education should be fed by narrativity theory and to someextent determined by it.
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Ankara Üniversitesi Tıp Fakültesi Mecmuası-Cover
  • Başlangıç: 1947
  • Yayıncı: Erkan Mor
Arşiv
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