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The purpose of this paper is to bring to readers' attention the importance of cognitive development, how it comes into play within the world of organizations and that there are resources available for bringing it about.

Having indicated the author's own recognition of the need for a way to assist managers in their cognitive development, the paper covers the approach of Reuven Feuerstein who has been working for years in this area, though mainly with young people. The paper provides some indication of the elements within Feuerstsein's approach, emphasizing the importance of mediated learning experience.

The exploration in the study led to finding an approach to cognitive development and one which has proved useful in organizations.

The practical implications are that those concerned with learning and development might put more attention on the cognitive aspects of development and that, as a field, we might explore the available resources for assisting us in this process.

This paper alerts readers to the likelihood that cognitive development will become a much more significant focus of the learning and development field in the future. This is less likely to be recognized while there is unawareness of the existence of resources that can assist in this. Through focussing on one such resource, the work of Reuven Feuerstein, the paper indicates that a good deal of work has already been accomplished in this field and, further, that it aligns significantly with aspects that developers will be familiar with from their own practice.

While scholars discuss the theory of “Business Ethics,” students grapple with applying those theories to hypothetical case studies and business people struggle to live business ethics in practice. Many fail, casting large and ominous shadows. We are inundated with their stories. We need to hear more often stories of those who have succeeded and why their examples are important to the field of Business Ethics.

This chapter, after providing a brief overview of the differing uses of the term, Business Ethics, expands upon the metaphor of “ethical space” as the eye of a moral hurricane, provides diagrams illustrating the formation of ethical space in a business behavioral context, applies those diagrams to the examples of Andersen and Feuerstein as moral exemplars, discusses ways to mitigate the shadows that eclipsed their example, and suggests ways to enlarge corporate ethical space.

Ethics is a habit learned through mentoring and developed through practice. In a world of conflicting influences, we each carve out our own ethical space that can serve as an example to others as they face their own individual ethical challenges, but at the corporate level, a moral exemplar will inform the larger corporate ethical space only when the leadership of the corporation consciously adopts and constantly reinforces the example of its moral exemplar.

This chapter uses the visual metaphor of the eye of a hurricane to discuss the formation and importance of ethical space to moral exemplars in a world of conflicting influences and moral pressures.

For more than 70 years, leaders of all types have consistently struggled to earn the respect and followership of others to earn the employee trust which is the key to innovation and competitive advantage and to create organizational systems and cultures that fit their strategic objectives. The purpose of this paper is to address what would be “good enough” leadership qualities.

Research methodology included research into several individuals that exceeded in leadership, and an examination of how they used the “good enough” leadership styles to be successful as leaders.

This paper suggests several ways to be an effective “good enough” leader. These ways translate your values into concrete directives, jettison dead metaphors, explore enlivening ones, subject your values to the test of dialogue, and hold onto your values less tightly.

Leadership and leadership qualities have been widely discussed in the literature. This paper approaches the situation differently. Rather than striving for perfection and being frustrated for not reaching it, this paper explores “good enough” leadership qualities that actually work well in the professional arena.

Teachers are professionals accredited by society to educate the younger generation for their future. Therefore, their feelings of entitlement are based both on their sense of their role and their awareness of their students' successes. However, it is necessary to define the term teacher entitlement. Every teacher must feel entitled to teach, i.e., have the necessary disciplinary knowledge and pedagogical-didactic skills in order to feel confident enough to do so, but should never feel so entitled as to ignore that we now live in a dynamic world where approaches to education change much more rapidly and methodologies must adapt. Teachers who base their sense of entitlement on their past successes and refuse to adapt are seen as having excessive entitlement that harms their students' preparation for life as productive adults. Examining the complexity of teachers' roles through different eras of education and different periods of teachers' careers serves as the core of this chapter which examines teachers' justified and unjustified feelings of entitlement and their influence on their work, with particular focus on two issues that affect aspects of teacher entitlement: inclusion of students with special needs and the effects of cultural diversity on learning development.

A proposed typology of moral exemplars in business highlights instances selected to illustrate standards for inclusion. The typology distinguishes among champions, heroes, and saints as different kinds of business exemplars. The typology reflects variations in both specific decision conditions and moral value emphases of business actors. The typology also differentiates moral exemplars from moral neutrals (i.e., amoral actors) and moral sinners (i.e., moral value scofflaws). The objective is to advance understanding of moral character and moral courage in business settings.

The methodology combines original conceptual argument and brief case summaries taken from available literature. The chapter is not a systematic survey of literature but cites key works. Construction of the typology involved iteration between conceptual development and case interpretation.

The chapter separates business cases into private business and public business, and applies Adam Smith’s distinction between citizenship and good citizenship. An additional distinction is made between extreme conditions and normal conditions. Moral heroism in business is restricted to life-and-death or strongly analogous situations in extreme conditions such as hazardous whistleblowing. Moral sainthood in business involves extreme maximization of a single value going far beyond simple compliance with legal requirements and typical ethical norms – Smith’s definition of citizenship. Moral championing in business concerns some degree of lesser self-sacrifice in defense of important values reflecting Smith’s definition of good citizenship.

The chapter is a selection of literature undertaken in iteration with the conceptual development effort. The original research aspect of the chapter is thus quite limited. The author is not positioned to judge the accuracy of published information, for or against a particular instance. The classifications thus depend on whether the instance would, if the generally reported facts are basically accurate, serve as a reasonable illustration of standards for inclusion. Criticisms have been made concerning some of the instances discussed here.

The emphasis is on providing standards for defining moral exemplars for business to suggest how much can be accomplished in business through moral influence.

The conceptual contribution is original, although drawing on the philosophical literature debate about saints and heroes. The chapter treats exemplar as the overarching construct, separated into three kinds: heroes, saints, and champions. Sinner is implicit in the notion of saint. The chapter adds moral champions and moral neutrals to isolate moral heroism. The cases exist in the literature, but have been combined together here for the first time.