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Displaying: 1-10 of 12 documents


1. Journal of Business Ethics Education: Volume > 1 > Issue: 1
John Hooker Introducing the Journal of Business Ethics Education - JBEE
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forum
2. Journal of Business Ethics Education: Volume > 1 > Issue: 1
Norman E. Bowie What I Try to Achieve by Teaching Business Ethics
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3. Journal of Business Ethics Education: Volume > 1 > Issue: 1
Richard T. De George Teaching Business Ethics as a Liberal Art
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4. Journal of Business Ethics Education: Volume > 1 > Issue: 1
Juan Fontrodona What Do I Try to Achieve by Teaching Business Ethics?
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5. Journal of Business Ethics Education: Volume > 1 > Issue: 1
William C. Frederick Corporate Ethics: Driven by Nature, Coaxed by Culture
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6. Journal of Business Ethics Education: Volume > 1 > Issue: 1
Alexander Horniman Understanding and Appreciating Ethical Perspectives
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teaching and research articles
7. Journal of Business Ethics Education: Volume > 1 > Issue: 1
Heidi von Weltzien Høivik The Concept of Moral Imagination: An Inspriation for Writing and Using Case Histories in Business Ethics?
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The paper presents a discussion of how the concept of moral imagination can enrich the process of moral deliberation in case discussions when teaching business ethics. The author links the discussion to experiences of having written a case where the goal was to generate a wider and more comprehensive learning process. The process then may yield – depending on the case and the use of moral imagination – the creation of entirely new solutions in ways that are novel, economically viable and morally justifiable.
8. Journal of Business Ethics Education: Volume > 1 > Issue: 1
Bruce Macfarlane, Joe DesJardins, Diannah Lowry The Ethics of Teaching Business Ethics: A Reflective Dialogue
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This paper takes the form of a reflective dialogue between three teachers of business ethics working in different continents. Originating as a conference debate, it takes as its theme the notion of ideological ‘neutrality’ and the role of the business ethics teacher. A position statement outlines an argument for ‘restraint’ as a modern day Aristotleian mean to protect student academic freedom. Two responses follow. The first of these provides a moderate advocacy position based on Socratic principles. The second response outlines the notion of teaching as a relational process necessitating delayed disclosure and moral courage on the part of the teacher. The paper concludes with a brief reflection by the author of the position statement.
9. Journal of Business Ethics Education: Volume > 1 > Issue: 1
Robert Prentice Teaching Ethics, Heuristics, and Biases
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Although economists often model decision makers as rational actors, the heuristics and biases literature that springs from the work of Nobel Prize winner Daniel Kahneman and his late colleague Amos Tversky demonstrates that people make decisions that depart from the optimal model in systematic ways. These cognitive and behavioral limitations not only cause inefficient decision making, but also lead people to make decisions that are unethical. This article seeks to introduce a selected portion of the heuristics and biases and related psychological literature, to highlight its implications for ethical decision making, and to serve as the basis for a lecture that could inform students regarding these matters. If business actors are on guard against errors in their own decision making processes, perhaps they can avoid some of the ethical pitfalls that recently put Enron and so many other companies in the news.
10. Journal of Business Ethics Education: Volume > 1 > Issue: 1
John Hooker The Case Against Business Ethics Education: A Study in Bad Arguments
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Several popular arguments against teaching business ethics are examined: (a) the ethical duty of business people is to maximize profit within the law, whence the irrelevance of ethics courses (the Milton Friedman argument); (b) business people respond to economic and legal incentives, not to ethical sentiments, which means that teaching ethics will have no effect; (c) one cannot study ethics in any meaningful sense anyway, because it is a matter of personal preference and is unsusceptible to rational treatment; (d) moral character is formed in early childhood, not while sitting in ethics class; and (e) business students see no motivation to study ethics and will not take it seriously. The mistakes and confusion that underlie these arguments are exposed.