Teaching and Learning Ethics by the Case Method

Abstract

When I joined the Harvard Business School faculty in 1980, a wayward philosopher seeking to connect ethical theory with management education, I confronted an enormous intellectual and cultural gap. I discovered that philosophers were trained to think differently from professional managers. They usually zigged when managers zagged. They ascended the ladder of reflection toward premises and assumptions when managers descended the ladder toward pragmatics and action; they often insisted on examining a goal or purpose while managers often cared more about implementing it.

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