Epistemological and Pedagogical Challenges of Teaching International Business Ethics Courses

Autor/in	Dion, Michel
Titel	Epistemological and Pedagogical Challenges of Teaching International Business Ethics Courses
Quelle	In: Journal of Teaching in International Business, 26 (2015) 2, S.109-135 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5930
DOI	10.1080/08975930.2015.1038416
Schlagwörter	Epistemology; International Trade; Ethics; Religious Factors; Teaching Methods; Business Administration Education; Learning Processes; Course Content; Individual Development; Moral Development; Interdisciplinary Approach; Intercultural Communication; Cultural Awareness; Islam; Religious Cultural Groups; Deception; Decision Making; Philosophy; Instructional Design + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Trade; International relations; Handel; Internationale Beziehungen; Ethik; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Kursprogramm; Individuelle Entwicklung; Moralische Entwicklung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Interkulturelle Kommunikation; Cultural identity; Kulturelle Identität; Kirchliche Gruppe; Religionszugehörigkeit; Täuschung; Decision-making; Entscheidungsfindung; Philosophie; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	International business ethics courses imply four basic epistemological and pedagogical challenges: (a) understanding various perceptions of ethics and values/virtues; (b) identifying ethical maxims among religious/spiritual traditions; (c) designing international business ethics courses as dialogical experiences; and (d) deepening our personal contribution to others' learning process. This article argues that those epistemological and pedagogical challenges could determine the design and the contents of international business ethics courses: facing up to compatible/incompatible ethical theories (philosophical questioning), identifying ethical maxims among religious/spiritual traditions (religious and spiritual questioning), and reading our actions/decisions as quasi-texts (literature-bound questioning). Business ethics teachers could take those challenges upon themselves and design their business ethics courses accordingly. For each of the four challenges, a specific ethical issue is described; advice for teachers as well as ethical questions for debate and personal development are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01