The One Necessary Condition for a Successful Business Ethics Course: The Teacher Must be a Philosopher

E. R. Klein

doi:10.2307/3857438

The One Necessary Condition for a Successful Business Ethics Course: The Teacher Must be a Philosopher

Business Ethics Quarterly ◽

10.2307/3857438 ◽

1998 ◽

Vol 8 (3) ◽

pp. 561-574 ◽

Cited By ~ 21

Author(s):

E. R. Klein

Keyword(s):

Business Ethics ◽

Necessary Condition ◽

Teaching Business Ethics ◽

Scholarly Literature ◽

Teaching Business ◽

Corporate World ◽

Pedagogical Issue ◽

Ethics Course ◽

Successful Business ◽

The One

Abstract:The responses to the questions of why? when?, how?, where?, and in what ways? business ethics should be taught in the Business Ethics classroom inundate the scholarly literature. Yet, to date, despite some very interesting ideas, with respect to the answers given to the above question, not only has nothing even close to consensus been reached, but this particular area of pedagogy is in stagnation—authors still challenge both the very idea of teaching business ethics as well as the practical value of such courses for our students once they graduate to the corporate world.In this paper I will suggest that the reason for this lack of pedagogical progress is that there has been a serious oversight regarding the most important teaching question of all: Who? I will show that the pedagogical issue of whom should be teaching Business Ethics has been largely ignored, skirted or answered incorrectly. I will then boldly argue that the only necessary condition for successful courses in Business Ethics is that they be taught by experts in ethics, i.e., Ph.D.s in philosophy.

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Who is the Ethics Expert? the Original Footnote to Plato

Business Ethics Quarterly ◽

10.2307/3857946 ◽

1999 ◽

Vol 9 (4) ◽

pp. 693-697 ◽

Cited By ~ 4

Author(s):

John Morse

Keyword(s):

Business Ethics ◽

Ethical Theory ◽

Ethical Decision ◽

Practical Knowledge ◽

Business Environment ◽

Necessary Condition ◽

Theoretical Understanding ◽

Ethics Course ◽

Successful Business ◽

The One

Abstract:In her recent article, “The One Necessary Condition for a Business Ethics Course: The Teacher Must be a Philosopher,” Ellen Klein argues that philosophers are best qualified to teach business ethics by virtue of their expertise in ethical theory. Klein likens her claim to that of Plato’s “philosopher-king,” who claimed that the philosopher is best suited to be “king,” because he possesses a theoretical understanding of justice. In response to Klein, I point to Aristotle’s objection to Plato, which shows that theoretical knowledge of ethics is not sufficient for making a person ethical, because ethics requires both theoretical and practical knowledge. Ultimately, I argue that in order to have a successful business ethics class, one must address both the issues unique to ethical theory, and the particular structures and contexts that are unique to making an ethical decision within the business environment.

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Using Open Mind to Foster Intellectual Humility in Teaching Business Ethics

Journal of Business Ethics Education ◽

10.5840/jbee2020173 ◽

2020 ◽

Vol 17 ◽

pp. 29-46

Author(s):

Nhung T. Hendy ◽

Keyword(s):

Business Ethics ◽

Business Students ◽

Skill Assessment ◽

Teaching Business Ethics ◽

Intellectual Humility ◽

Teaching Business ◽

Open Mind ◽

Learning Platform ◽

Ethics Course ◽

Upper Level

In this study, Open Mind – an interactive learning platform – was introduced as a pedagogical tool in developing students’ intellectual humility using a sample of 35 upper level undergraduate business students enrolled in a business ethics course in the mid-Atlantic region of the U.S.. Students completed the 5-step Open Mind learning assignment as a measure of intellectual humility during the first four weeks of class. Class lectures were concurrently given while students completed the Open Mind exercise. Students were subsequently required to debate a controversial topic during the remaining 11 weeks of the class. Various grading rubrics as well as skill assessment matrix are provided to assist faculty in adopting this learning platform in their classrooms. Initial evidence showed that Open Mind was efficacious in fostering student intellectual humility. Implications for teaching business ethics using Open Mind to cultivate intellectual humility are discussed.

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What's the Point of a Business Ethics Course?

Business Ethics Quarterly ◽

10.2307/3857601 ◽

1991 ◽

Vol 1 (4) ◽

pp. 335-354 ◽

Cited By ~ 15

Author(s):

Ronald F. Duska

Keyword(s):

Business Ethics ◽

Teaching Business Ethics ◽

Essential Ingredient ◽

Ethical Knowledge ◽

The Third ◽

Teaching Business ◽

Business Executives ◽

Ethics Course ◽

Business Behavior ◽

Ethics Courses

The paper argues that the point of a business ethics course is to improve behavior in business, and that an essential ingredient in that improved behavior is knowing what's right or wrong. To make that claim, the paper attempts to dispose of three arguments which support the contrary claim, that business ethics courses are useless. First, it is argued that morals can't be taught, since they only result from training. Second, it is argued that such courses are unnecessary because business executives already know right from wrong. Third, it is argued that ethical knowledge is impossible, so there is nothing to teach. The first two arguments are dealt with briefly, and the third is addressed extensively. The paper argues that the scepticism about ethical knowledge is part of a pervasive “relativism” in our society, but shows that such a relativism/scepticism is untenable and indicates how ethical knowledge is possible. If, then, knowledge of right and wrong is an essential ingredient for improving business behavior, and such knowledge can be imparted in an ethics course, there is some point to teaching business ethics.

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