Business Ethics Education and the Pragmatic Pursuit of the Good (eBook)

Francis J. Schweigert serves as professor in the College of Management at Metropolitan State University and director of master’s programs in Public and Nonprofit Administration, Nonprofit Leadership and Management, and Public Administration. His primary areas of teaching and research are nonprofit governance and management, public and business ethics, restorative justice, and evaluation. Prior to coming to Metropolitan State University in 2006, Frank worked at the Northwest Area Foundation as a community liaison to regional development projects and as the lead for research and program evaluation. He continues to be active as a volunteer mediator and circle keeper in dispute resolution and restorative justice. Frank earned his doctorate in Educational Policy and Administration from the University of Minnesota in 1997, focusing on the social and philosophical foundations of education. He has published numerous articles and chapters on business ethics, public ethics, evaluation, leadership, and restorative justice. His current research focuses on public ethics and business ethics education, especially business contributions to the public good as a matter of justice.

Preface 8
Contents 10
Chapter 1: Introduction 15
1.1 The Matter of Justice 15
1.2 Business Education 18
1.3 Business Ethics Education 19
1.4 An Expanded Educational Agenda 22
1.4.1 Expanded Aims of Business Strategy 22
1.4.2 Expanded Aims of Ethical Leadership 23
1.4.3 Expanded Aims for Moral Formation 24
1.5 Social and Philosophical Foundations for This Agenda 26
1.6 Conclusion 27
References 28
Chapter 2: The History and Ideals of Business Education 30
2.1 Introduction: The Historical Foundations American Business Schools 30
2.2 The History of Ideals of Higher Education 32
2.2.1 The Ideals of Classical Education: Virtue and Ambition 33
2.2.2 The Ideals of American Education: Equality Among Unequals 36
2.2.3 The Ideals of Nineteenth Century American Education Reform: Conflicting Agendas 37
2.3 The Ideals of Business Education in University Business Schools 41
2.3.1 The Ideal of Managerial Professionalism: Moral Purpose 41
2.3.2 The Ideal of Scientific Management: Ethical Neutrality 44
2.4 Conclusion 46
References 47
Chapter 3: Contemporary Foundations for Business Ethics Education 50
3.1 Introduction 50
3.2 Education in the Ethics of Business 51
3.2.1 Required Coursework 52
3.2.2 Teaching the Ethics of Business 52
3.2.3 The Disconnect in Business Ethics Education 54
3.3 Current Business Ethics Education—Values, Virtues, and Cognitive Development—vs. the Pursuit of Self-Interest 57
3.3.1 Moral Education: Foundations and Methods 57
3.3.2 Social Foundations for Moral Education in Business Schools 61
3.3.3 Philosophical Foundations for Moral Education in Business Schools 62
3.4 Conclusion: Clarity in Teaching Self-Interest vs. Confusion in Teaching Morals 65
References 65
Chapter 4: Social and Historical Foundations for Business Ethics 69
4.1 Introduction: The Extension of Pro-social Norms Through Institutions of Belief and Exchange 70
4.2 Market Coordination in Archaic and Ancient Systems of Exchange 71
4.3 Disjunction: Morals vs. Markets vs. Morals 75
4.3.1 Business Organization 75
4.3.2 Moral Transformation 77
4.4 Modern Conceptions of Property and Markets 80
4.4.1 Liberties of the Moderns 80
4.4.2 Natural Right to Property 82
4.4.3 Sacred Right of Property 86
4.4.4 The Free Market as a System of Economic Coordination 87
4.5 American Foundations for Business Ethics 88
4.5.1 Historical Foundations for American Business Ethics 89
4.5.2 Philosophical Foundations for American Business Ethics 91
4.5.3 Economic Outcomes 94
4.6 Conclusion: Liberty, Property, and the Free Market: From Take-and-Hold to Give-Receive-Reciprocate 95
References 96
Chapter 5: Business Strategy as Social Responsibility and as a Matter of Justice 99
5.1 Introduction: The Social Purpose of Business as a Matter of Justice 99
5.2 The Ordinary Pressures of Business Operations 102
5.3 The Pragmatic Pursuit of the Good 105
5.4 Objections to a Social Purpose for Business 107
5.5 Market Dynamics for a Just Economy 110
5.6 Conclusion: From Moral Hazards to Moral Leadership 113
References 113
Chapter 6: Moral Learning as Moral Practice 116
6.1 Introduction: The Limits and Possibilities of Education 116
6.2 Moral Capacity: Nature, Tradition, Habits, and Reason 119
6.3 The Power of Moral Tradition 121
6.4 A Theory of Moral Learning 123
6.5 Implications for Moral Education 125
6.5.1 The Need for Public Ethics 126
6.5.2 The Practice of Public Ethics 129
6.6 Conclusion 131
References 133
Chapter 7: Public Ethics and the Principles of Public Deliberation 134
7.1 Introduction 134
7.2 Organizational Morality: Norms, Leadership, and Accountability 136
7.2.1 Moral Leadership: Exemplar, Consistency, and Organizational Culture 137
7.2.2 Public Accountability 138
7.2.3 Public Accountability on Matters of Justice 142
7.3 Justice: Conflict and Agreement 144
7.3.1 The Priority of Right and Ideas of the Good 144
7.3.2 Diverse Views of Justice 145
7.3.3 Public Reason and the Public Good 148
7.4 Principles of Public Deliberation 150
7.4.1 First Level—The Language of Justice: What Matters? 152
7.4.2 Second Level—The Logic of Public Deliberation 153
7.5 Conclusion 156
References 156
Chapter 8: Moral Education in the Pragmatic Pursuit of the Good 159
8.1 Introduction: Dewey’s Approach to Human Betterment 159
8.2 Recovering a Practical Theory of Morals 160
8.3 Restoring the Social Dimension of Human Conduct 163
8.4 Renewing Moral Education as Pursuit of the Good and the Practice of Justice 165
8.4.1 Pursuit of the Good as a Pervasive Human Activity and Social Aim 166
8.4.2 Pursuit of the Good as Cultivation of Positive Social Habit 167
8.4.3 Pursuit of the Good as Shared Deliberation—An Exercise in Democracy 170
8.4.4 Pursuit of the Good in Means, Ends, and Evidence of Progress 173
8.4.5 Pursuit of the Good as Moral Education—Theory, Application, and Learning 176
8.5 Conclusion: Applications to Professional Ethics 177
References 178
Chapter 9: Education for Ethical Leadership: Social Responsibility and Public Deliberation 180
9.1 Introduction: Business Accountability as a Matter of Justice 180
9.2 Moral Education in Business Ethics: Approaches vs. Realities 182
9.3 Social Responsibility of Business: The Nature of the Firm 184
9.4 Public Deliberation on the Justice of Social Claims 187
9.4.1 Economic Interests of Business: Private and Public 188
9.4.2 Structures and Processes of Public Deliberation 189
9.4.3 Sites for Public Deliberation 192
9.4.4 Organization and Leadership of Deliberative Processes 193
9.5 The Practical Requirement of Social Analysis 194
9.5.1 The Object of Social Analysis 194
9.5.2 The Process of Social Analysis 196
9.6 Conclusion: Self-Interested Pursuit of the Good 198
References 199
Chapter 10: Moral Formation in Four Essential Components: Sensitivity, Judgment, Motivation, and Character 202
10.1 Introduction 202
10.2 Moral Attitude Formation in Business and Business Education 203
10.2.1 Moral Instinct 203
10.2.2 The Power of Social Norms in Business and Business Education 205
10.3 Attitudes and Behavior: The Four Components of Moral Functioning 208
10.4 Component 1. Moral Sensitivity: Interpreting the Situation 209
10.4.1 Changing Perceptions of the Behavior 210
10.4.2 Changing Perceptions of Harmful Consequences 211
10.4.3 Changing Perceptions of Responsibility 212
10.4.4 Changing Perceptions of Victims 214
10.5 Component 2. Moral Judgment: Selecting the Most Moral Action 215
10.6 Component 3. Moral Motivation: Prioritizing Moral Values Relative to Other Values/Concerns 220
10.7 Component 4. Moral Character: Ability to Implement Values and Decisions 222
10.8 Conclusion 223
References 224
Chapter 11: Moral Apprenticeship: Moral Formation in the Context of Practice 227
11.1 Moral Apprenticeship: Entrance and Expertise in a Community of Practice 228
11.1.1 In-Context Learning vs. Transfer Learning 228
11.1.2 The Virtues in Practice 230
11.1.3 Moral Formation in Apprenticeship 232
11.1.4 Moral Apprenticeship in Business Education 234
11.2 Moral Accountability in Communities of Practice 236
11.2.1 Honor 236
11.2.2 Shame 238
11.2.3 Respect 241
11.3 Moral Intervention in Communities of Practice 242
11.4 Conclusion 245
References 246
Chapter 12: Conclusion: Moral Formation and Ethical Reflection in Business Education 248
12.1 Moral Formation 248
12.2 Moral Formation in Modern Industrialized Societies 250
12.3 Ethical Reflection 251
12.4 Future Indications of Business Ethics Education 253
12.5 Conclusion 255
References 256
Index 257