By Thomas Donaldson, R. Edward Freeman
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Extra resources for Business As a Humanity (The Ruffin Series in Business Ethics)
If it is not, then students would do as well without teachers, using instead only books or computers, as they do with teachers. A university is a place where objective, systematic, unified knowledge can and should be sought. To call knowledge objective is to emphasize that it is communal and shareable, rather than completely subjective and private. Such knowledge is not simply belief but is based on evidence and argument. It is critical in the sense that it is continually being rethought. Such knowledge is not a mass of details or facts, but it is ordered—frequently with high-level general principles serving to organize, make coherent, and unify the facts or data.
William Aldis Wright, 4th ed. (Oxford: Clarendon Press, 1891). 6. Bennett, "Going Global," p. 1. A Response to Richard T. " Ronald M. Green As we have come to expect, Richard De George has given us a rich and thoughtful discusson of the role the humanities might play in business education. My aim in this comment is not to take issue with De George. Rather, because I substantially agree with almost everything he says, I want to identify one ambiguity in his argument and sharpen the separate points within it.
Business is an interaction among people. It is an extremely pervasive and important component of our society. The purpose of a business school that is consonant with that of a university is to humanize business, just as the university attempts to humanize society. This involves criticism and imagination as central ingredients. Critical and imaginative approaches to business education involve more than simply turning out people with the skills that business wants. If business wants people with special skills, it can train them itself.
Business As a Humanity (The Ruffin Series in Business Ethics) by Thomas Donaldson, R. Edward Freeman