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首页> 外文期刊>Journal of Business Ethics >Leaving the Road to Abilene: A Pragmatic Approach to Addressing the Normative Paradox of Responsible Management Education
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Leaving the Road to Abilene: A Pragmatic Approach to Addressing the Normative Paradox of Responsible Management Education

机译：走出通往阿比林之路：解决责任管理教育规范悖论的务实方法

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摘要

We identify a normative paradox of responsible management education. Business educators aim to promote social values and develop ethical habits and socially responsible mindsets through education, but they attempt to do so with theories that have normative underpinnings and create actual normative effects that counteract their intentions. We identify a limited conceptualization of freedom in economic theorizing as a cause of the paradox. Economic theory emphasizes individual freedom and understands this as the freedom to choose from available options (a view that can be characterized as quantitative, negative freedom). However, conceptualizing individuals as profit-maximizing actors neglects their freedom to reflect on the purposes and goals of their actions (a qualitative, potential view of freedom). We build on the work of pragmatist philosopher John Dewey, who distinguishes between habitualized and creative problem-solving behaviors (theory of action), conceptualizes knowledge construction as a process of interdependent scientific social inquiry (epistemology), and understands actors as having the freedom to determine what kind of people they wish to be (ethics). We apply pragmatist theory to business education and suggest equipping students with a plurality of theories, supplementing neoclassical economics with other economic perspectives (e.g., Post-Keynesian, Marxist, ecological, evolutionary, and feminist economics) and views from other disciplines (e.g., sociology, psychology, and political science) on economic behavior. Moreover, we suggest putting students into learning situations that require practical problem solution through interdependent social inquiry (e.g., using cases and real-world business projects), encouraging ethical reflection. In doing so, we contribute by linking the problematic conceptions of freedom identified in economic theorizing to the debate on responsible management education. We conceptualize a pragmatist approach to management education that explicitly re-integrates the freedom to discursively reflect on the individual and societal purpose of business activity and thereby makes existing tools and pedagogies useful for bringing potential freedom back into business.
机译：我们确定负责任的管理教育的规范悖论。商业教育者旨在通过教育来促进社会价值观念，养成道德习惯和对社会负责的思维方式，但是他们试图通过具有规范基础的理论来实现，并创造出能够抵消其意图的实际规范效果。我们发现经济理论中对自由的有限概念化是造成这种悖论的原因。经济学理论强调个人自由，并将其理解为从可用选择中进行选择的自由（这种观点可以描述为定量的消极自由）。但是，将个人概念化为利润最大化的行为者却忽视了他们自由思考自己行动目的和目标的自由（定性的，潜在的自由观）。我们以务实的哲学家约翰·杜威（John Dewey）的工作为基础，他区分了习惯性和创造性的解决问题的行为（行动理论），将知识建构概念化为相互依赖的科学社会探究（认识论）的过程，并且将行为者理解为具有确定他们希望成为什么样的人（道德）。我们将实用主义理论应用于商业教育，建议为学生提供多种理论，并以其他经济学观点（例如，后凯恩斯主义，马克思主义，生态学，进化论和女权主义经济学）和其他学科的观点（例如，社会学）补充新古典经济学。 ，心理学和政治学）。此外，我们建议通过相互依存的社会探究（例如，使用案例和现实世界中的商业项目）让学生进入需要实际解决问题的学习环境，并鼓励道德反思。在这样做时，我们通过将经济理论中确定的自由概念与有关负责任的管理教育的辩论联系起来做出了贡献。我们将实用主义的管理教育方法概念化，该方法明确地重新整合了自由性，以话语方式反思业务活动的个人和社会目的，从而使现有工具和教学法对于将潜在的自由重新带入业务非常有用。

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