TY  - CHAP
AB  - AbstractThe 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.
VL  - 24
SN  - 978-1-80043-253-6, 978-1-80043-252-9/1529-2096
DO  - 10.1108/S1529-209620200000024010
UR  - https://doi.org/10.1108/S1529-209620200000024010
AU  - Martin Glenn
ED  - Michael Schwartz
ED  - Howard Harris
ED  - Charmayne Highfield
ED  - Hugh Breakey
PY  - 2020
Y1  - 2020/01/01
TI  - Rethinking the Content of Ethics Education Courses
T2  - Educating for Ethical Survival
T3  - Research in Ethical Issues in Organizations
PB  - Emerald Publishing Limited
SP  - 139
EP  - 145
Y2  - 2024/09/19
ER  -