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  1. Exploring the vulnerability of practice-like activities: an ethnographic perspective.Yemisi Bolade-Ogunfodun, Matthew Sinnicks, Kleio Akrivou & German Scalzo - 2022 - Frontiers in Sociology 7.
    Introduction: This paper explores the vulnerability of practice-like activities to institutional domination. Methods: This paper oers an ethnographic case study of a UK-based engineering company in the aftermath of its acquisition, focusing in particular on its R&D unit. Results: The Lab struggled to maintain its practice-based work in an institutional environment that emphasized the pursuit of external goods. Discussion: We use this case to develop two arguments. Firstly, we illustrate the concept of “practice-like” activities and explore their vulnerability to institutional (...)
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  • Quaker Business Ethics as MacIntyrean Tradition.Nicholas Burton & Matthew Sinnicks - 2022 - Journal of Business Ethics 176 (3):507-518.
    This paper argues that Quaker business ethics can be understood as a MacIntyrean tradition. To do so, it draws on three key MacIntyrean concepts: community, compartmentalisation, and the critique of management. The emphasis in Quaker business ethics on finding unity, as well as the emphasis that Quaker businesses have placed on serving their local areas, accords with MacIntyre’s claim that small-scale community is essential to human flourishing. The emphasis on integrity in Quaker business ethics means practitioners are well-placed to resist (...)
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  • “We Ought to Eat in Order to Work, Not Vice Versa”: MacIntyre, Practices, and the Best Work for Humankind.Matthew Sinnicks - 2021 - Journal of Business Ethics 174 (2):263-274.
    This paper draws a distinction between ‘right MacIntyreans’ who are relatively optimistic that MacIntyre’s vision of ethics can be realised in capitalist society, and ‘left MacIntyreans’ who are sceptical about this possibility, and aims to show that the ‘left MacIntyrean’ position is a promising perspective available to business ethicists. It does so by arguing for a distinction between ‘community-focused’ practices and ‘excellence-focused’ practices. The latter concept fulfils the promise of practices to provide us with an understanding of the best work (...)
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  • What should be taught in courses on social ethics?Alan Tapper - 2021 - Research in Ethical Issues in Organisations 24:77-97.
    The purpose of this article is to discuss the concept and the content of courses on “social ethics”. I will present a dilemma that arises in the design of such courses. On the one hand, they may present versions of “applied ethics”; that is, courses in which moral theories are applied to moral and social problems. On the other hand, they may present generalised forms of “occupational ethics”, usually professional ethics, with some business ethics added to expand the range of (...)
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  • Moral Education at Work: On the Scope of MacIntyre’s Concept of a Practice.Matthew Sinnicks - 2019 - Journal of Business Ethics 159 (1):105-118.
    This paper seeks to show how MacIntyre’s concept of a practice can survive a series of ‘scope problems’ which threaten to render the concept inapplicable to business ethics. I begin by outlining MacIntyre’s concept of a practice before arguing that, despite an asymmetry between productive and non-productive practices, the elasticity of the concept of a practice allows us to accommodate productive and profitable activities. This elasticity of practices allows us to sidestep the problem of adjudicating between practitioners and non-practitioners as (...)
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  • (1 other version)Practices, Governance, and Politics: Applying MacIntyre’s Ethics to Business.Matthew Sinnicks - 2014 - Business Ethics Quarterly 24 (2):229-249.
    This paper argues that attempts to apply Alasdair MacIntyre’s positive moral theory to business ethics are problematic, due to the cognitive closure of MacIntyre’s concept of a practice. I begin by outlining the notion of a practice, before turning to Moore’s attempt to provide a MacIntyrean account of corporate governance. I argue that Moore’s attempt is mismatched with MacIntyre’s account of moral education. Because the notion of practices resists general application I go on to argue that a negative application, which (...)
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  • Moral Disjunction and Role Coadunation in Business and the Professions.Rita Mota & Alan D. Morrison - 2024 - Business Ethics Quarterly 34 (2):271-302.
    We consider the problem of moral disjunction in professional and business activities from a virtue-ethical perspective. Moral disjunction arises when the behavioral demands of a role conflict with personal morality; it is an important problem because most people in modern societies occupy several complex roles that can cause this clash to occur. We argue that moral disjunction, and the psychological mechanisms that people use to cope with it, are problematic because they make it hard to pursue virtue and to live (...)
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  • Mathematics, ethics and purism: an application of MacIntyre’s virtue theory.Paul Ernest - 2020 - Synthese 199 (1-2):3137-3167.
    A traditional problem of ethics in mathematics is the denial of social responsibility. Pure mathematics is viewed as neutral and value free, and therefore free of ethical responsibility. Applications of mathematics are seen as employing a neutral set of tools which, of themselves, are free from social responsibility. However, mathematicians are convinced they know what constitutes good mathematics. Furthermore many pure mathematicians are committed to purism, the ideology that values purity above applications in mathematics, and some historical reasons for this (...)
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  • Practice and Group Learning.Paul Hager - 2014 - Educational Philosophy and Theory 46 (6):1-16.
    Although learning has always been a central topic for philosophy of education, little attention has been paid to the notion of group learning. This article outlines and discusses some plausible examples of group learning. Drawing on these examples, various principles and issues that surround the notion of group learning are identified and discussed. These principles and issues are then further elaborated in the context of a detailed discussion of practice theory and its relevance for thinking about group learning and group (...)
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  • Competence: A tale of two constructs.Gerard Lum - 2013 - Educational Philosophy and Theory 45 (12):1193-1204.
    This article examines the ‘integrated conception of competence’ as conceived by Paul Hager and David Beckett and suggests that its characterization in terms intended to distance it from behaviouristic and reductionist notions of competence is not sufficient to differentiate it from other models. Taking up Hager and Beckett’s idea that competence must be inferred from behaviour, it is suggested that this indicates how the integrated conception is more properly distinguished by virtue of the method used rather than what it is (...)
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  • (1 other version)Introduction.Mark Addis & Christopher Winch - 2017 - Journal of Philosophy of Education 51 (3):557-573.
    This volume brings together a number of related contributions on the topic of expertise and education. Expertise is a topic that is beginning to receive more attention in the Philosophy of Education and discussions are closely related to the epistemological debate concerning the nature of know-how which has also burgeoned in recent years within ‘mainstream’ epistemology. More specifically, this volume focuses on the relevance of expertise to professional education and practice, with the aim on shedding light on what is involved (...)
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  • (1 other version)Three Different Conceptions of Know‐How and their Relevance to Professional and Vocational Education.Christopher Winch - 2013 - Journal of Philosophy of Education 47 (2):281-298.
    This article discusses three related aspects of know-how: skill, transversal abilities and project management abilities, which are often not distinguished within either the educational or the philosophical literature. Skill or the ability to perform tasks is distinguished from possession of technique which is a necessary but not sufficient condition for possession of a skill. The exercise of skill, contrary to much opinion, usually involves character aspects of agency. Skills usually have a social dimension and are subject to normative appraisal. Transversal (...)
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  • The Narrative Dimension of Productive Work: Craftsmanship and Collegiality in the Quest for Excellence in Modern Productivity.Javier Pinto-Garay, Germán Scalzo & Carlos Rodríguez Lluesma - 2022 - Philosophy of Management 21 (2):245-264.
    Alasdair MacIntyre´s criticism of Modernity essentially refers to the problem of compartmentalization, which restricts the possibility of achieving excellence in an integral lifestyle. Among other reasons, compartmentalization is especially derived from an insular valorization of the workplace based on a reductionist understanding of productivity in terms of mere efficiency. Aimed at overcoming the moral confusion derived from the overestimation of technical, skilled productivity and individualistic cooperation in private corporations, this article offers a thicker explanation of MacIntyre’s theory of productive work (...)
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  • Teachers and the Academic Disciplines.Michael Fordham - 2016 - Journal of Philosophy of Education 50 (3):419-431.
    Alasdair MacIntyre's argument, that teaching is not a social practice, has been extensively criticised, and indeed teaching is normally understood more generally to be a form of generic activity that is a practice in its own right. His associated proposition, that teachers are practitioners of the discipline they teach, has, however, received considerably less attention. MacIntyre himself recognised that for teachers to be understood as being part of the discipline they teach, a broader definition of what is meant by ‘discipline’ (...)
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  • Learning at Work and in the Workplace: Reflections on Paul Hager’s advocacy of work-based learning.Christopher Winch - 2013 - Educational Philosophy and Theory 45 (12):1205-1218.
    Sound initial vocational education is an important precondition for subsequent episodes of vocational education or professional development. The presence of strong occupational identities and labour markets is argued to be a precondition for high-quality initial vocational education and training (IVET) and continuing vocational education and training (CVET) in many countries. The question of whether occupational identity and boundaries are in decline or are relatively stable is examined in relation to the UK and to northern European countries, particularly Germany. A review (...)
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  • (1 other version)Whose work? Which markets? Rethinking work and markets in light of virtue ethics.Martin Schlag, Germán Scalzo & Javier Pinto-Garay - 2022 - Business Ethics, the Environment and Responsibility 32 (3):4-14.
    Neo‐Aristotelian virtue ethics applied to work and business theory have received increasing attention due to Alasdair MacIntyre's philosophy. At the same time, this approach has been accused of being inapplicable, a romantic nostalgia for an ideal world far from the reality of today's markets. Moreover, the more this theory evolves, the bigger the gap seems to become, as if good work were at odds with its economic dimension. This paper aims to address this gap by explaining how MacIntyre's neo‐Aristotelianism conceives (...)
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  • El impacto de "Tras la virtud" de Alasdair Macintyre en la filosofía del deporte: los equívocos del paradigma internalista.Francisco Javier López Frías - 2015 - Cuadernos Salmantinos de Filosofía 42:179-202.
    En este artículo analizaremos el impacto que el libro de Alasdair MacIntyre Tras la virtud ha tenido en el ámbito de la filosofía del deporte. Nuestro punto de partida será que los filósofos del deporte han diferenciado entre propuestas internalistas y externa-listas del deporte siguiendo la distinción de MacIntyre entre bienes internos y externos a las prácticas sociales. Con el fin de mostrar si esta apropiación del lenguaje de MacIntyre es adecuada, responderemos a la pregunta de si el deporte actual (...)
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  • An Aristotelian Defence of Affirmative Action: Alasdair MacIntyre, Sandra Day O'Connor and Grutter v. Bollinger.Neil Dhingra & Campbell Scribner - 2021 - Journal of Philosophy of Education 55 (1):83-98.
    Journal of Philosophy of Education, Volume 55, Issue 1, Page 83-98, February 2021.
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  • Embracing the Useless and Refusing the Vertical: A Feminist Response to Adjunct Hell.Samantha Deane - 2024 - Studies in Philosophy and Education 43 (5):537-552.
    This paper considers the state of contingent laborers, Ph.D. holders, lovers of robust scholarship, and hopeful academics who toil away in the neoliberal university in the search for the academic good life. The author argues that the academic good life is a fantasy and agrees that the fantasy is cruel, i.e. not attainable or livable, but does suggest the practices of teaching and conducting research, the practices that make up a scholarly life, are sustainable activities of a good life that (...)
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