Ethics education that prepares students to address ethical challenges at work is a multifaceted and long-term endeavor. In this article, the authors propose an inductive ethics pedagogy that begins the process of ethics education by grounding students in their own individual ethical principles. The approach centers on developing students’ethical self-knowledge in three ways: using an inductive method to aid students in learning ethics from a foundation of their own beliefs, distinguishing ethics from related concepts, and examining ethical conduct at four different levels of analysis—individual, group, organizational, and international perspectives. The authors define ethics and provide a model, new to the literature, that distinguishes ethics from related concepts, such as law, morality, or values. They include a discussion of ethical and cultural relativism and ethical absolutism relevant to the global context. This article is intended for the ethics educator in undergraduate and graduate business courses.
Journal of Management Education
Taft, Susan Hoefflinger; White, Judith (2007). Ethics Education: Using Inductive Reasoning to Develop Individual, Group, Organizational, and Global Perspectives. Journal of Management Education 31(5) 614-646. doi: 10.1177/1052562907307641. Retrieved from https://oaks.kent.edu/nurspubs/18