The content of ethics education courses is still generally shaped around the presentation of the traditional ethical theories of Western moral philosophy, complemented by case studies and discussion of ethical decision-making models. The purpose of courses is still largely geared towards the development of skills in ethical reasoning. Yet developments in surrounding fields, from psychology to learning and leadership development, raise numerous questions about the traditional curriculum. Ethics courses need to be more responsive to psychological factors and to the social realities of workplace contexts, and cognisant of a wider spectrum of ethical concepts. The perspective of virtue ethics remains pertinent, as the broader agenda of ethics courses is to enable students to develop a personal ethical outlook. But ethics courses should also be exploring and incorporating concepts from non-Western philosophies, and incorporating developments in fields such as leadership development.
Martin, G. (2020), "Rethinking the Content of Ethics Education Courses", Schwartz, M., Harris, H., Highfield, C. and Breakey, H. (Ed.) Educating for Ethical Survival (Research in Ethical Issues in Organizations, Vol. 24), Emerald Publishing Limited, pp. 139-145. https://doi.org/10.1108/S1529-209620200000024010Download as .RIS
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