scholarly journals Cultivating Compassion 慈: A Daoist Perspective

Paideusis ◽  
2020 ◽  
Vol 21 (2) ◽  
pp. 32-41
Author(s):  
Tom Culham
Keyword(s):  
Social Skills ◽  
Business Ethics ◽  
Ethics Education ◽  
Interpersonal Interaction ◽  
Business Ethics Education ◽  
Post Secondary ◽  
Contemplative Pedagogy ◽  
Self Compassion ◽  
Nelson Mandela ◽  
Knowledge Practice

The purpose of this paper is to make a contribution to our working knowledge, practice and pedagogy of compassion through consideration of a Daoist perspective on the matter. I begin with a consideration of Daoist cosmology and a sage’s compassion drawn primarily from the Daodejing, This serves as a backdrop to consider Daoist contemplative pedagogy for the cultivation of virtue and compassion. Consistent with Daoist practices which rely on exemplars as a means of inspiring others I justify considering Nelson Mandela an exemplar of compassion. I then discuss how his life lines up with the Daoist conception of compassion. Finally I discuss the practicalities of developing compassion along with other virtues in post-secondary business ethics education classes. These classes work with the following principles: starting small, self- compassion, person to person connections and relationship. Students engage in emotional intelligence activities including: exercises to know their purpose or calling, meditative exercises that help them become aware of their emotions, and structured interpersonal interaction challenging them to develop new social skills. While this work is in its early stages it appears to assist students in developing compassion for others.

Developing virtue ethics in management: a case of an interdisciplinary educational approach

2019 ◽  
Vol 34 (4) ◽  
pp. 5-8
Author(s):  
Giorgio Mion ◽  
Renzo Beghini
Keyword(s):  
Business Ethics ◽  
Virtue Ethics ◽  
Common Good ◽  
Ethics Education ◽  
Practical Reasons ◽  
Business Ethics Education ◽  
Educational Approach ◽  
Content Type ◽  
The Common Good ◽  
The Common

Purpose This paper aims to present and discuss an interdisciplinary educational approach to business ethics, based on a virtue ethics framework and the common good paradigm. This approach addresses the challenges that businesses face in building legitimacy and creating shared values. Design/methodology/approach The paper presents a case study of an experience of an interdisciplinary postgraduate course, discussing both the design of the program and its first results. Findings The paper focuses on the theoretical and practical reasons for the interdisciplinary nature of business ethics education and contributes to the literature on business ethics education as well as training and educational practices in academic and professional contexts. Practical implications This paper can positively influence business education practices by sharing a replicable educational model and fostering virtuous practices that contribute to renewing the perception of the purpose of firms. Social implications Improving business ethics education can positively affect the social performance of firms contributing to the common good. Originality The paper presents an innovative interdisciplinary educational program that, to the best of our knowledge of the current literature, can be consider an original contribution.

Moral Pluralism in Business Ethics Education: It is About Time

2006 ◽  
Vol 30 (1) ◽  
pp. 90-105 ◽  
Author(s):  
Brian K. Burton ◽  
Craig P. Dunn ◽  
Michael Goldsby
Keyword(s):  
Business Ethics ◽  
Ethics Education ◽  
Moral Pluralism ◽  
Business Ethics Education

From Accountability to Action to Amplification: Addressing our own Laryngitis

2003 ◽  
Vol 13 (4) ◽  
pp. 563-572 ◽  
Author(s):  
Laura P. Hartman
Keyword(s):  
Business Ethics ◽  
Ethics Education ◽  
Positive Response ◽  
Business Ethics Education ◽  
The Impact ◽  
Practical Impact

Abstract:The following address considers the relevance of business ethics education to our students. Is our concept of ethics one of practice and application? And, if so, are we accountable to our students, our institutions and ourselves, for the practical impact that we have or, conversely, that we do not have? Aren’t we responsible in part if one of our students ventures forth and does not act in an ethical manner? Though a positive response to this query may not be popular, what is the alternative? If we are not responsible for the impact (or lack thereof) that we have on our students, then what is our purpose? The discussion further explores the nature of this impact and the process by which we can amplify the results.

Sign in / Sign up

Export Citation Format

Share Document