Educating for ethical survival / edited by Michael Schwartz [and three others].

Format:

• Book

Contributor:

• Schwartz, Michael, 1942- editor.

Series:

• Research in ethical issues in organizations ; v. 24
• Research in ethical issues in organizations ; Volume 24

Language:

English

Subjects (All):

• Education--Aims and objectives.
• Ethics--Study and teaching.

Physical Description:

1 online resource (209 pages) : illustrations

Edition:

1st ed.

Place of Publication:

Bingley, England : Emerald Publishing Limited, [2021]

Summary:

In this volume experienced educators discuss the task of teaching ethics to professionals, managers and others who are practically-minded; and expert contributors explore the nature of ethical survival in contemporary society and the range of organizations it encompasses.

Contents:

• Intro
• Half Title Page
• Series Page
• Editorial Advisory Board
• Title Page
• Copyright Page
• Contents
• About the Contributors
• Educating for Ethical Survival
• Special Section: Teaching Applied Ethics
• A Brief Word on Peer Review
• Propensity to Morally Disengage: The Malevolent Leader Dyad of Andrew Carnegie and Henry Frick
• Moral Disengagement
• Collective Leadership
• Assumptions of Logic and Historical Approach
• Andrew Carnegie
• Henry Clay Frick
• Carnegie and Frick as a Collective Leader Dyad
• The Homestead Steel Mill Conflict of 1892
• Collective Leadership Facilitating Moral Disengagement
• Dispositional Antecedents
• Moral-Self Processes
• Collective Leadership as Situational Antecedent to Cognitive Moral Justification
• Displacement of Responsibility
• Unethical Behaviour
• Rhetorical Moral Justification as Moral Credentialing
• Contributions, Limitations, and Future Research
• Conclusion
• References
• Using Ethics of Governance to Sooth Tensions on Strategic Intent: Artfully Managing an Age Old Source of War in Organisations
• Introduction
• The Good Order of the Stock Exchange Listed Firm - Peace
• Strategic Intent - Managerial Hegemony Takes Over, Management Fragmentation, and War
• Discussion
• PEACE AND THE PLANET: FINDING OUR WAY BACK
• Peace as a Concept
• Impact of War on the Planet
• Environmental Legacies of War
• Chemical Weapons and Environmental Impact
• Landmines and Environmental Impact
• Oil Impact on Environment
• Business that Trade in War and Corporate Social Responsibility
• War over Water Resources
• Who is Taking Responsibility for War Related Negative Environmental Impact?
• The Role of United Nations in Setting Ethical Standards of Practice for the Planet
• Need to Realign with the Natural Law.
• Indigenous Wisdom: A Perspective for Peace on the Planet
• Contributions of Pope Francis
• Farewell to the Boasting of Posting: Encouraging Modesty on Social Media
• Self-Promotion on Social Media
• Modesty
• Teaching Modesty
• Raise Students' Awareness that Modesty Matters
• Clarify What Modesty Is
• Provide Techniques to Encourage Modesty
• What is Modesty?
• What Should be Taught in Courses on Social Ethics?
• The Concept of 'Social Ethics'
• Social Ethics as Applied Ethics
• Social Ethics as Generalised Occupational Ethics
• Social Ethics as the Ethics of Social Practices
• Professional Ethics
• Commercial Ethics
• Corporate Ethics
• Public Sector Ethics
• Ethics in the Voluntary Sector
• The Role of Reflection in Learning at Higher Education
• Background and Literature Review
• Reflection
• Reflection in Business and Management Education
• Reflection in Business Ethics at Higher Education
• Reflection Material Taught in the 'Business Ethics' Unit
• Data Collection
• Assessments Including Reflections
• Research Rationale
• Results, Discussions, and Limitations
• Analytical and Critical Skills
• Planning and External Research
• Self-Confidence
• Time Management
• Incorporating Philosophical Theory, Ethical Decision-Making Models, and Multidimensional Legitimacy into Practical Ethics Education
• Teaching Multidimensional Legitimacy as Practical Ethics
• What is Multidimensional Legitimacy?
• Why do Applied Ethics Students Need to Understand Multidimensional Legitimacy?
• Using and Teaching Ethical Decision-Making Models
• Why Teach Applied Ethics Students about Ethical Decision-making Models?
• Focussing on Stage 5: Developing a Practical, Actionable Plan.
• The Advantages and Perils of Philosophical Theory in Teaching Ethics
• What Constitutes Good Ethical Decision-Making?
• Senses of Embodiment
• Frameworks and Mode
• The Field of Ethics
• Teaching Ethical Theory and Developing Moral Competence
• Theory or Practice?
• The Threefold Categorisation
• Multicultural Classes and Workplaces
• The Role of Narrative
• Rethinking the Content of Ethics Education Courses
• The Aims of Existing Ethics Courses
• The Traditional Approach to Ethics Courses
• Some Suggestions for Change
• Teaching Applied Ethics to Local Government Managers: The Appeal - And Possible Peril - Of Moore's (1995) Public Value Creation
• The Appeal of the Theory
• The Emotivistic Problem
• Teaching Bioethics to Scientists
• Philosophy of Place
• Keeping Philosophical Ethics Analysis at the Heart of Applied Ethics
• Teaching Legal Ethics: Reflections on the Value of Considering Purposes
• Preparatory Reflection
• Nursing Ethics in a Changing World
• From Local to Global Concerns
• A Global Nursing Ethics in a Multicultural World
• EOLC, Including Euthanasia, as a Global Nursing Ethics Issue
• Does Gender, Religion, and Spirituality Matter in Nursing Ethics?
• The Future of Nursing Ethics: Education for Global Practitioners
• Ethics Education for Aspiring Professional Accountants
• Becoming a Competent Educator
• Building on a Strong Ethical Foundation
• Reflections on Teaching Ethics to Young Aspiring Accountants
• Developing Strong Moral Agents
• References.

Notes:

• Description based on print version record.
• Description based on publisher supplied metadata and other sources.

ISBN:

1-80043-252-6

OCLC:

1224368312