This article describes the results of research that investigated whether student nurses identified the moral aspects of everyday nursing care situations and, if so, how they dealt with them. We intended to elucidate the role of mentoring situations in moral development. Student written documents reflecting discussions during mentoring situations were analysed quantitatively and qualitatively. The students studied in one of the three nursing schools involved in the research. In only a small proportion of cases (<13%) did the students identify the (...) ethical questions in those situations. The results indicate that the nursing students rarely identified moral issues, implying that there was little conscious moral reflection and deliberation in their mentoring situations dealing with their problematic experiences during their internship. Additional competences will be required for session leaders in order to allow mentoring situations to play a more prominent role in moral development. (shrink)

This paper reviews a number of huge challenges to ethical leadership in the twenty-first century and concludes that the need for global ethical leadership is not merely a desirable option, but rather – and quite literally – a matter of survival. The crises of the recent past reveal huge, and in some cases criminal, failures of both ethics and leadership in finance, business and government. We posit that mainstream economic theory’s construct of ‘homo economicus’ and its faith in the ‘invisible (...) hand’ of the market constitute deeply flawed foundations upon which alone policy may be built and, farthermore, that these problematic foundations exert substantial shaping power over the institutional and discursive landscapes in which international business is transacted. Analogously, we argue that dominant approaches to business ethics and corporate social responsibility are, if not incorrect, at least in need of revisiting in terms of questioning their basic assumptions. Instead of the smugness of Western (especially Anglo-American) attitudes towards other ways of thinking, valuing and organising, it appears clear that openness, cooperation and co-creation between the developed and developing worlds is a basic prerequisite for dealing with the global challenges facing not just leaders, but humanity as a whole. This objective of stimulating discussion between dominant and marginal voices has guided our selection of papers for this Special Issue. We have thus included not only representatives of research from within the parameters of mainstream business ethics, IB or leadership scholarship, but also innovative contributions from fields such as military history, information technology, regulation, spirituality and sociology. (shrink)

The now-classic Metaphors We Live By changed our understanding of metaphor and its role in language and the mind. Metaphor, the authors explain, is a fundamental mechanism of mind, one that allows us to use what we know about our physical and social experience to provide understanding of countless other subjects. Because such metaphors structure our most basic understandings of our experience, they are "metaphors we live by"--metaphors that can shape our perceptions and actions without our ever noticing them. In (...) this updated edition of Lakoff and Johnson's influential book, the authors supply an afterword surveying how their theory of metaphor has developed within the cognitive sciences to become central to the contemporary understanding of how we think and how we express our thoughts in language. (shrink)

Professionals, it is said, have no use for simple lists of virtues and vices. The complexities and constraints of professional roles create peculiar moral demands on the people who occupy them, and traits that are vices in ordinary life are praised as virtues in the context of professional roles. Should this disturb us, or is it naive to presume that things should be otherwise? Taking medical and legal practice as key examples, Justin Oakley and Dean Cocking develop a rigorous articulation (...) and defence of virtue ethics, contrasting it with other types of character-based ethical theories and showing that it offers a promising new approach to the ethics of professional roles. They provide insights into the central notions of professional detachment, professional integrity, and moral character in professional life, and demonstrate how a virtue-based approach can help us better understand what ethical professional-client relationships would be like. (shrink)

This article is concerned with the downsides of using the language of professionalism in educational discourse. It suggests that the language of professionalization can be a powerful rhetorical device for promoting welcome and necessary changes in the field of teaching but that, in doing so, it can unintentionally misrepresent the work that teachers do. Taking as a theoretical framework Lakoff and Johnson's metaphor theory, the article argues that ‘teacher as professional’ should be seen as a metaphor of teaching on par (...) with other metaphors familiar from the history of educational thought. What metaphors of teaching have in common, the article advances, is that they systematically highlight certain aspects of teaching while hiding others. The significance of this conclusion is twofold. Appreciating the limits of the ‘teacher as professional’ metaphor provides guidance about how to use more effectively ‘professionalism’ as a normative standard for promoting change in teaching and teacher education. Second, appreciating the metaphorical character of ‘teacher as professional’ has heuristic value in that it offers a novel explanation for the controversial trend towards conceptualising teaching in narrowly instructional terms. (shrink)

In Finding Your Moral Compass, Craig Nakken, author of the best-selling book The Addictive Personality, gives readers in recovery the model and tools needed to make life decisions in the pursuit of good.

This book should prove provocative reading for philosophers, political scientists, social theorists, professionals of many stripes, and ethicists.

Globalization, with its undisputed benefits, also presents complex moral challenges that business leaders cannot ignore. Some of this moral complexity is attributable to the scope and nature of specific issues like climate change, intellectual property rights, economic inequity, and human rights. More difficult aspects of moral complexity are the structure and dynamics of human moral judgment and the amplified universe of global stakeholders with competing value claims and value systems whose interests must be considered and often included in the decision-making (...) process. While managing moral challenges is considered in management literature to be a legitimate and crucial function of business leadership, the complexity of moral challenges in a globalized business culture stretches the managerial capacities of individuals who rely on a personal moral compass and their own wisdom traditions of philosophy or religion for guidance. The Global Moral Compass introduces an expanded epistemic value framework as an aid to understanding and managing moral complexity in a globalized business culture. (shrink)

Many thinkers agree that facilitating the development of students’ autonomy is a proper aim of education generally and higher education in particular. I defend a version of the autonomy view, but not as I think its other advocates imagine it. I suggest that an important aim of education is the facilitation of intellectual virtues. What is right about the idea that education should facilitate students’ autonomy is best captured in virtue terms as intellectual charity and humility.

How should we assess programs dedicated to education in virtue? One influential answer draws on quantitative research designs. By measuring the inputs and processes that produce the highest levels of virtue among participants according to some reasonable criterion, in this view, we can determine which programs engender the most desired results. Although many outcomes of character education can undoubtedly be assessed in this way, taken on its own, this approach may support favorable judgments about programs that indoctrinate rather than educate, (...) because education in character entails teleological thinking that is volitional not merely determined. I argue instead that proper assessment of virtue requires an expansive view of character education in both particular and common goods that avoids the tendency to indoctrinate and an inclusive conception of measurement that takes into account qualitative in addition to quantitative methodologies. (shrink)

Analyzes the varied discourse on values and ethics. Addresses the need for self-scrutiny and explores leadership, the professoriate, and campus culture. Also examines academic integrity, freedom of speech, and the conflict between individual rights and the needs of the academic community.

This article discusses the perpetual debate on the Florentine, Niccolo Machiavelli's ethical values and leadership ideas and the consequent creation of the mythical reputation and negative epithet 'Machiavellian'. This article proposes recommendations on how Machiavelli's thought and his study can best be applied to bring genuine clarity and value to organisations in these interesting and turbulent times providing a hopefully viable compass for a changing landscape.

Many teachers want to contribute to children's moral development, but this desire has not always resulted in a profound grasp of what 'moral education' really means, why it would be desirable and how it can best be achieved. This book confronts these questions by examining what Aristotelian virtue ethics can illuminate about moral education. At the same time, it evaluates whether Aristotelian theory can still be useful for contemporary educational practice. The argument culminates in a morally justified and psychologically realistic (...) account of how virtue can best be taught in schools. The approach, called 'character education', sees moral education not as enforcing rules or transferring values in separate subjects. Instead, it encourages teachers to be a 'morally exemplary teacher', which is revealed through all kinds of small decisions and emotional reactions. This philosophical essay takes a constructive but critical stance towards empirical research about the effectiveness of teaching methods and the realism of character traits. (shrink)

Exploring the relationship between morality and professional ideals, Kultgen examines the structure and organization of occupations and the ideals and ideology associated with professions. He argues that professionalization of occupations can both harm and benefit society, and that by converting occupations into organized special interest groups, the professions serve some sectors of society at the expense of others. On the other hand, he highlights the positive points of the professional ideal and explores ways in which it can be used to (...) advance the physical and moral welfare of society. Kultgen also shows how it is the practices within the professions that determine whether rules and ideals are used as masks for self-interest or for genuinely moral purposes. ISBN 0-8122-8094-6: $14.95. (shrink)