It is often claimed that elite professional athletes are role models and as such have certain duties to behave in morally appropriate ways. The argument is that given their influential status and influence, they should be good examples rather than bad ones. In relation to alcohol consumption and the problematic behaviours associated with excessive consumption, many professional athletes are bad role models. They consume too much and behave badly. Drawing on neo-Aristotelian insights I argue the following. First, persons who exhibit (...) good character and virtues like self-control are preferable to those who exemplify vice like recklessness and selfishness in general and in relation to alcohol consumption in particular. To exhibit virtue is both good in itself and preferable from a moral education perspective. In other words it is better to exemplify virtue in front of others who may follow the example. Second, acting well and becoming the right sort is notoriously difficult and the moral atmosphere or the ethos of the culture in which virtue plays out has a significant impact. It is important therefore to include the ethos of sporting practice in any proposed reform of drinking behaviour such that tolerance and tacit promotion of masculine drinking practices is eschewed in favour of responsible and considerate consumption. Finally I argue that we must cultivate the proper virtue of emulation so that people who are admired or esteemed (sporting heroes) by young people in particular are not copied blindly. In other words it is important to cultivate a critical capacity to recognise worthy role models and to avoid identifying with unworthy characters, practices and vices. Part of this process is to highlight proper and worthy role models inside and outside of sport. In conclusion, I believe that although bad role models are grabbing the headlines in relation to problematic drinking practices, there are good role models in sport who should be lauded as exemplars of good character living a worthwhile sporting life. Such characters can show those inside and outside the practice community a more responsible and considerate approach to alcohol. (shrink)

Is it helpful to model the idea of professional formation on ethical formation?ing from the specifically ethical interest of Aristotle's own doctrine, in the ?narrow?, ?moral? sense of ethical, and aiming at the same time for an inclusive, ?broad? formulation which extends to various types of métiers (occupations/professions), this paper argues that an Aristotelian perspective offers a more robust concept of personal, professional and civic responsibility??responsibleness??than any that our present ?managerial? rationality can promote. Drawing on some Aristotelian texts, I show (...) that the practical knowledge of one with ?formation? (appropriate to the métier in question) enables an agent to find the relevant end and the appropriate act in the name of that end?as if simultaneously. The end and the means to the end are perfectly suited to one another. Crucially, the structure of the agent's practical reasoning is grounded on the telos which guides the agent and this is summoned implicitly from formation. This Aristotelian model of practical rationality stands as a rival to the public rationality that now predominates, a rationality which sees the meeting of explicit, pre-specified outcomes, objectives or targets as the chief way in which the accountability of agents may be secured. (shrink)

If I lose my key in Canada, for instance, and I search for it in the United Kingdom, how long will I take to find it? This paper argues that problems in education are caused by non-professional teachers who are employed when trained teachers move in search of promotion friendly activities or financially rewarding duties. This shift of focus means that policy makers in education act without adequate professional guidance. The problems in education, therefore, result from demands made on mainstream (...) education based on misconceptions about what education can offer. It is argued that the implementation of e-learning in education faces the risk of developing on the basis of unproven theories. This scenario increasingly sees the replacement of formal education activities in institutions of learning with non-formal and informal education practices. Given that the contents and influences of non-formal and informal education are not under the control of the teacher, the experiences that learners bring to education settings are increasingly difficult to manage. The paper proposes that by integrating e-learning in teacher education and rewarding 'good teaching', there is a potential for a successful e-learning revolution in education. (shrink)

As business ethics is grappling with criticisms of its relevance for ethical practice, it may find perspective and direction in various conceptions of ethos. While ‘ethics’ is rooted in ‘ethos’, a term with a long and rich history of interdisciplinary research, conceptions of ethos are so far scarcely discussed in business ethics. The purpose of this conceptual article is to explore the potential of a pivot towards business ethics as an ethos-driven practice, drawing on John Dewey’s work. First, it introduces (...) four conceptions of ethos from interdisciplinary research and explores their varied resonance in business ethics. Second, it offers a unified conception of ethos that builds on John Dewey’s approach to economics, moral life and ethics, particularly on his understanding of habits and forms of valuation. It is then argued that understanding ethos in terms of ‘valued modes of embedded, embodied and associational conduct’ encourages business ethics to engage in the intelligent, practical and meaningful reconstruction of evolving business practices. The article concludes that an ‘ ethotical turn’ for business ethics would not only invigorate practical, corporeal and environmental perspectives but also open the field to interdisciplinary insights and ideas. (shrink)