Cultivating moral-relational judgement in business education: The merits and practicalities of Aristotle’s phronesis

Jarvis, WP; Logue, D

Cultivating moral-relational judgement in business education: The merits and practicalities of Aristotle’s phronesis

Jarvis, WP

Logue, D

Permalink

Publisher:: Philosophy Documentation Center
Publication Type:: Journal Article
Citation:: Journal of Business Ethics Education, 2016, 13 pp. 349 - 372
Issue Date:: 2016-11-01

Open Access

Copyright Clearance Process

Recently Added
In Progress
Open Access

This item is open access.

Microsoft Word XML

Download Submitted VersionMicrosoft Word XML (138.52 kB)

View statistics

Full metadata record

Field	Value	Language
dc.contributor.author	Jarvis, WP https://orcid.org/0000-0003-3684-796X	en_US
dc.contributor.author	Logue, D https://orcid.org/0000-0002-7892-2553	en_US
dc.date.issued	2016-11-01	en_US
dc.identifier.citation	Journal of Business Ethics Education, 2016, 13 pp. 349 - 372	en_US
dc.identifier.issn	1649-5195	en_US
dc.identifier.uri	http://hdl.handle.net/10453/84741
dc.description.abstract	In this paper we reflect on the question “what do we mean by teaching ‘business ethics’ at all?” In response we suggest that phronesis - a values-based disposition integrating practical and affective dimensions of practical knowledge - warrants consideration in addressing the topic of ethics but more broadly in legitimising university-based management education in the face of widespread public trust deficit in business and management education. In this paper we consider the Aristotelian origins of phronesis, including its distinctive connection to emotion and moral imagination, and apply a phronesis-based approach to postgraduate management education, providing illustrations of its practical usage. In doing so, we argue this goes beyond thinking of ‘business ethics’ as a stand-alone subject in business education, and instead provides management educators a framework within which to cultivate graduate capabilities in moral-relational judgement and a profession-like praxis. Doing so would help - post Global Financial Crisis - to ameliorate justifiable loss of public trust and confidence in university-based management qualifications.	en_US
dc.publisher	Philosophy Documentation Center	en_US
dc.relation.ispartof	Journal of Business Ethics Education	en_US
dc.title	Cultivating moral-relational judgement in business education: The merits and practicalities of Aristotle’s phronesis	en_US
dc.type	Journal Article
utslib.citation.volume	13	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	1503 Business and Management	en_US
utslib.for	1505 Marketing	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Business
pubs.organisational-group	/University of Technology Sydney/Faculty of Business/Management Discipline
utslib.copyright.status	open_access
pubs.consider-herdc	true	en_US
pubs.publication-status	Published	en_US
pubs.volume	13	en_US

Abstract:

In this paper we reflect on the question “what do we mean by teaching ‘business ethics’ at all?” In response we suggest that phronesis - a values-based disposition integrating practical and affective dimensions of practical knowledge - warrants consideration in addressing the topic of ethics but more broadly in legitimising university-based management education in the face of widespread public trust deficit in business and management education. In this paper we consider the Aristotelian origins of phronesis, including its distinctive connection to emotion and moral imagination, and apply a phronesis-based approach to postgraduate management education, providing illustrations of its practical usage. In doing so, we argue this goes beyond thinking of ‘business ethics’ as a stand-alone subject in business education, and instead provides management educators a framework within which to cultivate graduate capabilities in moral-relational judgement and a profession-like praxis. Doing so would help - post Global Financial Crisis - to ameliorate justifiable loss of public trust and confidence in university-based management qualifications.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/84741