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The goal of this contribution is to provide an overview of the conceptual connections between the constructs of human rights, sustainability, and democracy, emphasizing the historically significant role of human dignity. This overview serves as an overarching introduction to the students’ articles in Chapter One, which explore selected relationships between these concepts. One main assumption of this overview is that the concept of human dignity is central to the institution of human rights, and human rights are instrumental in ensuring human dignity. Another key assumption relates to democracy, which is viewed as the framework for shaping human dignity, human rights, and sustainability. This article first focuses on the relationship between sustainability and democracy. It then analyzes the links between human dignity and human rights, followed by a discussion on the connections between human dignity and sustainability, and between human rights and sustainability. Finally, it concludes with an examination of the triangle formed by human dignity, human rights, and sustainability within the context of democracy, emphasizing the crucial roles of human agency and the rights of nature. Clarifying these links is essential for future empirical research to develop specific practical recommendations for sustainability transformation, including human rights, within a democratic context.
This article discusses ethics in times of pandemic crisis (COVID-19) taking into consideration the sustainability paradigm. Two related ethical approaches are discussed and contrasted. On the one hand, the relational embodied ethics of the commons is discussed in the background of the pandemic of COVID-19. On the other hand, "lifeboat ethics" is interpreted in considering the pandemic situation. The main goal of the article is to compare the two ethical approaches as a way of dealing with our shared predicament in times of a pandemic, a state of exception, and based on that, to additionally derive conclusions about their application in further crises in the Anthropocene, whereby the primacy of sustainability is presumed.
Research integrity (RI) has been a focus of society in recent years as a means to create and to keep trust in science. Higher education institutions (HEIs) play a key role in promoting a culture of RI and responsible conduct of research (RCR). The understanding and practice of RI can vary across cultures. This article aims to outline initial insights into university students’ RI mindsets based on five RI facets: understanding, importance, value-action gap, enforcement approaches, and training. A qualitative exploratory cross-cultural study was conducted with participants from Germany and Bulgaria via semi-structured guided group interviews. An explicit transcultural agreement regarding the significance of RI was categorically indicated. Intercultural differences between the two European countries were revealed and discussed in reference to understanding RI, the value-action gap, enforcement approaches, and training preferences.