Emotion and Cognition in Business Ethics Teaching
This paper focuses specifically on taughtcourses in business ethics for post-experiencestudents. The theme of this paper is thatvalues have a dual nature, involving bothemotional and cognitive elements. This dualnature is not always clearly acknowledged byparticipants in business ethics courses. Thi...
| Main Author: | |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Springer Science + Business Media B. V
2002
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| In: |
Teaching business ethics
Year: 2002, Volume: 6, Issue: 3, Pages: 371-391 |
| Further subjects: | B
Dual Nature
B Professional Ethic B Virtue Ethic B Business Ethic B Ethic Teaching |
| Online Access: |
Volltext (lizenzpflichtig) |
| Summary: | This paper focuses specifically on taughtcourses in business ethics for post-experiencestudents. The theme of this paper is thatvalues have a dual nature, involving bothemotional and cognitive elements. This dualnature is not always clearly acknowledged byparticipants in business ethics courses. Thisleads to a range of different ways in whichmisunderstanding can arise, and which is oftennot well handled in ethics classes. Twoparticular examples are considered: theseparation of personal and professional ethics,and the tendency for people to manage risk inprobabilistic terms rather than in human. TheKohlberg model is critiqued briefly, andpreference is given to Forsyth's model ofethical decision ideologies. The paperconcludes with some suggestions of positiveapproaches to business ethics teaching,involving virtue ethics and the critical theoryof Jurgen Habermas. This involves abandoningclassroom based tutition for a more personaldevelopment oriented approach. |
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| ISSN: | 1573-1944 |
| Contains: | Enthalten in: Teaching business ethics
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| Persistent identifiers: | DOI: 10.1023/A:1016104330016 |