UNCC100 AT2

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Australian Catholic University *

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100

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Philosophy

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Oct 30, 2023

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1. Describe how the CST principles of human dignity and the common good, respectively, balance the importance of individual persons with the importance of communities. The catholic social teaching principles play a vital role in understanding the relationship between one’s individual self and the greater community. The principle of human dignity is the teachings and belief that all human beings possess intrinsic value and are therefore deserving of dignity and respect. The concept of human dignity is the moral foundation upon which all human rights and social policies should be created and upheld. Dignity provides empowerment, fulfillment, and a greater sense of wellbeing in individuals (Cahill, 2015). Caritas Australia (2022) highlights how a diminished sense of self-worth directly impacts upon one’s rights to human dignity and their feelings of inclusion within the community. The principle of the common good derives from the concept that the needs of individuals and the community should be met, regardless of one’s socioeconomic status. According to Cahill, (2015) The objective of the common good is to improve the wellbeing of society and ensure the needs of the community are met, through sacrificing one’s self-interest. The African philosophy “Ubuntu” embodies the principle of the common good, “I am who I am because of who we all are” (Molefe, 2019). Molefe (2019) recognises the significant role communities have in shaping and defining individuals. Marston (2015) states that “Ubuntu is about connectedness” it embodies the collective good and seeks to promote the notion that an individual’s disposition is influenced by other members of the community. The common good states that as human beings we are tied together through our common bond of humanity (Cahill, 2015). The concept of Ubuntu furthers this idea, stating that individual fulfilment and purpose is only achieved when we “share ourselves with others” (Marston, 2015). 2. Describe the ways the CST principles of human dignity and the common good, comparatively, support and inform each other. The principles of human dignity and the common good are intrinsically linked to one another, highlighting various social issues, and providing a foundation and moral compass upon which individuals and communities can learn and grow from. In order for individuals and society to effectively succeed and flourish, both principles must work together in cohesion. If one principle is lacking, then the other suffers as a result of this loss. When an individual is provided with respect and dignity, they are better able to contribute to their community. According to Caritas Australia (2022) when dignity is acknowledged and upheld, the common good is brought upon and can be achieved. Wright (2017) further supports this notion, stating that if an individual’s human dignity is compromised, then everyone in the society is weakened. The principle of human dignity should be understood and realised in the context of society and the wider community. How the community responds to various social changes and issues directly impacts the dignity of individuals and one’s ability to grow, and flourish within society, this is referred to as the common good (Caritas Australia, 2022). Cahill (2015) highlights the common goals between human dignity and the common good, believing that human dignity acts as the moral foundation upon which the common good is able to expand. The principles of human dignity and the common good therefore act in mutual cooperation. Being human affords individuals the right to divine intrinsic value and in turn our humanity produces a moral sense of duty and support towards our community. This is clearly reflected in the African concept of “Ubuntu”. Molefe (2019) exemplifies this argument stating that although “ubuntu is a quality of the character of an individual…it’s deportment and disposition is oriented toward community building”. Emphasising that despite the origins being within an individual it is the practice of ubuntu within the community that enrichens the process. 3. Explain how the CST principles of human dignity and the common good are relevant to key themes or ideas in your course of study.

As an allied health profession, speech pathology is greatly interconnected with the catholic social teaching principles of human dignity and the common good. Dignity, respect, and care are some of the key values outlined in the Speech Pathology Association of Australia Code of Ethics (2020) where it is states that “we respect the rights and dignity of our clients, and we respect the context in which they live.” It is our duty as speech pathologists to provide fair and equal care whilst ensuring that dignity and respect is afforded to the client. According to Rosser (2021) higher feelings of dignity and respect directly correlate to a patient’s satisfaction of services, adherence to treatment plans and an overall increase in personal wellbeing. It is important that as health professionals we recognise and understand that clients may come from a variety of cultures, ethnicities, religions, and socio-economic positions. These social determinants will have an impact on not only an individual’s reason for seeking treatment but also their ability and willingness to (Speech Pathology Association of Australia Code of Ethics 2020). Speech pathologists have a particularly important role in ensuring the common good of communities as a whole. Jones et al. (2018) highlights the inequities faced by rural and remote individuals when seeking speech and language pathology services. Failure to engage with these communities leads to a greater health gap in society and ultimately denies children, families, and communities of their human rights for healthcare access, self-expression, dignity, and inclusion within society (Jones et al., 2018). It is therefore paramount that as speech pathologists we seek to be an inclusive as possible in our treatment and care, ensuring that the common good is upheld and no member of society is left behind. Through understanding and upholding human dignity, the common good is realised and provides the framework for a career as a speech pathologist. 4. 4. Explain how the CST principles of preferential option for the poor and promotion of peace are relevant to key themes or ideas in your course of study. The preferential option for the poor refers to the need for preferential treatment and support for poor or marginalised members of society. In order for the common good to be achieved, it is vital that the needs of those struggling are not only met but placed in the utmost importance. Davies et al. (2010) states that “the poorest should have priority and they should be the subjects of their own development”. Jones et. al (2018) furthers this idea of inclusion and involvement of the poor in their own autonomy. Stating that the creation and implementation of opportunities and services targeting those with limited healthcare is vital in ensuring that the principle of preferential option for the poor is upheld. Speech and language pathology services must therefore not only be accessible to those in low socio-economic situations but should seek to prioritise them. The Speech Pathology Association of Australia Code of Ethics (2020) suggests this can be done through subsidising costs, involving patients in their own health decisions, providing greater access to services, and ensuring treatment plans are created with social determinants in mind. The catholic social teaching principle of promotion of the peace is the strive for equality, peace, and justice for all. It involves the protection of freedom and is a universal duty to be embraced by all of humanity (Caritas Australia 2022). As speech pathologists we have an opportunity to embrace the principle for promotion of peace through inclusive and equitable care. By promoting feelings of belonging, a sense of security and ensuring that health practices and treatment plans are inclusive, speech pathologists are able to promote and uphold the principle of peace. Health-peace mechanisms such as conflict management, solidarity and a uniting of social bonds are all important and effective ways for allied health professionals to ensure that promotion of peace is met (MacQueen 2000). References:

Cahill, L.S. (2015). Catholic Social Teaching. In C. Hovey & E. Phillips (Eds.), The Cambridge Companion to Christian Political Theology (pp. 67-87). Cambridge University Press. https://doi.org/10.1017/CCO9781107280823.005 Caritas Australia (2022). https://www.caritas.org.au/learn/cst-toolkit/dignity-of-the-human-person/ Davies, J., MacLaren, D., Needham, B.L., & Steel, A. (2010). Principles of Engagement on International Development Through the Lens of Catholic Social Teaching. https://www.caritas.org.au/media/lqzfe32y/our-values-catholic-social-teaching.pdf Jones, D. M., McAllister, L., & Lyle, D. M (2018). Rural and remote speech-language pathology service inequities: An Australian human rights dilemma. International Journal of Speech-Language Pathology, 20 (1), 98-101. https://doi/org/10.1080/17549507.2018.1400103 . MacQueen, G. & Santa-Barbara, J. (2000). Peace building through health initiatives. BMJ, 321 (293). https://doi.org/10.1136/bmj.321.7256.293 Marston, J. M. (2015). The Spirit of Ubuntu in Children’s Palliative Care. Journal of Pain and Symptom Management, 50 (3), 424-426. https://doi/org/10.1016/j.jpainsymman.2015.05.011 Molefe, M. (2019). Ubuntu and Development: An African Conception of Development. Africa Today 66 (1), 96-115. https://doi/org/10.2979/africatoday.66.1.05 Preferential Option for the Poor (2022). Caritas Australia. https://www.caritas.org.au/learn/cst- toolkit/preferential-option-for-the-poor/ Rosser, C. (2021). Preserving the Dignity of Young Clients and Their Families. The ASHA Leader . Advance online publication. https://doi/org/10.1044/leader.MIW.26032021.26 Speech Pathology Association of Australia Code of Ethics (2020). https://www.speechpathologyaustralia.org.au/SPAweb/Members/Ethics/HTML/Code_of_Ethics.aspx Wright, K.S. (2017). The Principles of Catholic Social Teaching: A Decision Making from Daily Clinical Encounters to National Policy-Making. The Linacre Quarterly, 84 (1), 10-22. https://doi/org/ 10.1080/00243639.2016.1274629

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