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
43-54
Macfarlane, Bruce
3e2b9eb0-1772-4642-bb51-ab49cc5b748c
DesJardins, Joe
3cb8bd5b-15ba-4da2-b9c1-2f5924d435f8
Lowry, Diannah
e0a5a57d-240e-4ff0-9345-da666879e2da
2004
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), .
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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Published date: 2004
Organisations:
Southampton Education School
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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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