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The ethics of teaching business ethics: a reflective dialogue

The ethics of teaching business ethics: a reflective dialogue
The ethics of teaching business ethics: a reflective dialogue
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 Aristotelian 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
1649-5195
43-54
Macfarlane, Bruce
3e2b9eb0-1772-4642-bb51-ab49cc5b748c
DesJardins, Joe
3cb8bd5b-15ba-4da2-b9c1-2f5924d435f8
Lowry, Diannah
e0a5a57d-240e-4ff0-9345-da666879e2da
Macfarlane, Bruce
3e2b9eb0-1772-4642-bb51-ab49cc5b748c
DesJardins, Joe
3cb8bd5b-15ba-4da2-b9c1-2f5924d435f8
Lowry, Diannah
e0a5a57d-240e-4ff0-9345-da666879e2da

Macfarlane, Bruce, DesJardins, Joe and Lowry, Diannah (2004) The ethics of teaching business ethics: a reflective dialogue. Journal of Business Ethics Education, 1 (1), 43-54.

Record type: Article

Abstract

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 Aristotelian 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

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More information

Published date: 2004
Organisations: Southampton Education School

Identifiers

Local EPrints ID: 374024
URI: http://eprints.soton.ac.uk/id/eprint/374024
ISSN: 1649-5195
PURE UUID: 3c1ecd4d-a7e2-420b-9ca6-232c9adbdc38

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Date deposited: 02 Feb 2015 11:19
Last modified: 11 Dec 2021 05:57

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Contributors

Author: Bruce Macfarlane
Author: Joe DesJardins
Author: Diannah Lowry

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