Abstract
All modern societies have institutions and organizations, giving them order, and to instill discipline in their citizens to behave in the manner socially desired. As we have already shown however, this is not sufficient. For a society to function and for productive forces to develop, the appropriate social capital for the type of system order and economic stage of development must be available. This depends greatly on the attitudes of people required for societal or community cooperation. Norms, values and morality are important here, including attitudes towards the political and economic system. The attitudes of people in a society to the economically relevant activities have been paid as little attention by economic science as the existence of general economic knowledge.
The way the world is viewed is also influencing people's behavior. Ideas and attitudes, including moral values, must be demonstrated and educated. The early socialization phase plays an important role in the moral behavior of a person. For example, schooling has had a great influence on the ethical-cognitive development of human beings as has been empirically proven. In this respect, economic academies have a special responsibility.
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Notes
- 1.
See Fernández, Raquel/Fogli, Alessandra (2005), pp. 552–561
- 2.
See Guiso, Luigi/Sapienza, Paola/Zingales, Luigi (2006), pp. 23–48.
- 3.
See Ichino, Andrea/Maggi, Giovanni (1999), p. 1057–1090 and
Handelsblatt dated 19.02.07, p. 9.
- 4.
See Weber, Max (1905).
- 5.
- 6.
“Business scholars could take a lesson from their colleagues in the discipline of psychology, which was stifling under the scientific model three or four decades ago. Psychological research then was dominated by rigorous, but ultimately unproductive, studies of reaction time. As long as psychology professors labored within a small area, they learned little that was of value to anyone. It was only after they began to apply their imaginations – and rigor – to much boarder problems that psychology began to make enormous strides. Not until respected psychologists dared to ask questions that mattered, whether or not they could be quantified in traditional ways, were groundbreaking studies undertaken, such as the Nobel Price – winning work of Daniel Kahneman and the late Amos Tversky on how people make financial decisions”. Bennis, Warren G./O’Toole, James (2005), p. 4.
- 7.
See Wirtschaftswoche vom 9.02.2006, p. 31.
- 8.
Quoted from Bennis, Warren G./O’Toole, James (2005), p. 90.
- 9.
See Wirtschaftswoche vom 9.02.2006, p. 31, translated into English.
- 10.
“Deluded by the Idea that the science of human action must ape the technique of the natural sciences, host of authors are intent upon a quantification of economics. They think that economics ought to imitate chemistry, which progressed from a qualitative to a quantitative state. Their motto is the positivistic maxim: Science is measurement. Supported by rich funds, they are busy reprinting and rearranging statistical data provided by governments, by trade associations, and by corporations and other enterprises. They try to compute the arithmetical relations among various of these data and thus to determine what they call, by analogy with the natural science, “correlations” and “functions” do not describe anything else than what happened at a definite instant of time in a definite geographical area as the outcome of the actions of a definite number of people. As a method of a economic analysis econometric is a childish play with figures that does not contribute anything to the elucidation of the problems of economic reality.” Mises, Ludwig van (1978): The Ultimate Foundation of Economic Science, Jim Fedako: Correlating nonsense, http://antipositivist.blogspot.com/2007/02/correating-nonsence.html
- 11.
And further: “Like other professions, business calls upon the work of many academic disciplines. For medicine, those disciplines include biology, chemistry, and psychology; for business, they include mathematics, economics, psychology, philosophy, and sociology.” Bennis, Warren G./O’Toole, James (2005), p. 2.
- 12.
Bennis, Warren G./O’Toole, James (2005), p. 4.
- 13.
See Weber, Max (1968), p. 529.
- 14.
“Business scholars could take a lesson from their colleagues in the discipline of psychology, which was stifling under the scientific model three or four decades ago. Psychological research then was dominated by rigorous, but ultimately unproductive, studies of reaction time. As long as psychology professors labored within a small area, they learned little that was of value to anyone. It was only after they began to apply their imaginations – and rigor – to much boarder problems that psychology began to make enormous strides. Not until respected psychologists dared to ask questions that mattered, whether or not they could be quantified in traditional ways, were groundbreaking studies undertaken, such as the Nobel Prize-winning work of Daniel Kahneman and the late Amos Tversky on how people make financial decisions”. Bennis, Warren G./O’Toole, James (2005), p. 4.
- 15.
See Lind, Georg (2010), p. 311.
- 16.
See Bennis, Warren G./O’Toole, James (2005), p. 95.
- 17.
Göbel, Elisabeth (2010), p. 256.
- 18.
- 19.
Bennis, Warren G./O’Toole, James (2005), p. 5.
- 20.
See Hodgson, Geoffrey M. (2009), p. 1210.
- 21.
See http://www.dnwe.de/Ueberblick.html (3.05.2013).
- 22.
See http://www.sneep.info/sneep (3.05.2013). (author’s translation)
- 23.
See http://www.unprme.org (5.05.2013).
- 24.
- 25.
See Göbel, Elisabeth (2010), p. 259.
- 26.
See Oppenrieder, Bernd (1986), p. 38 and Göbel, Elisabeth (2010), p. 256.
- 27.
Statement in the framework of an empirical study on the value propositions of top managers. See Buß, Eugen (2009).
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Conrad, C.A. (2018). Ethics in Business Education. In: Business Ethics - A Philosophical and Behavioral Approach. Springer, Cham. https://doi.org/10.1007/978-3-319-91575-3_8
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