Interaction with rule-bound systems : introducing a new 'ideal type' problem context

This PhD thesis introduces a new ideal-type problem context of rule-bound systems. The thesis has been generated through a belief in the ability of metaphor to make the abstract visible, its capacity to make the unfamiliar familiar, and its effectiveness as a legitimate means of generating insight and organizing knowledge. Metaphorical description remains an integral part of this thesis from beginning to end.It shows how the new context of rule-bound systems provides closure of the ideal problem context grid along the participants access. Following the ideas that created the basis for this closure, insight into a new role for systems practitioners is provided and the ideal problem context grid developed to form of a Torus.Part 1 outlines the theoretical foundations and other inspirations that underpin the thesis. Grounded on a wider definition of rules, including rules in both a formal and informal sense, multiple ways of viewing rules are highlighted. The characteristics of rule-bound systems are identified, drawing comparisons with other 'ideal-types'. Suggestions are also drawn out as to how change might be affected in a rule-bound context. Part II of this thesis is an account of a real world intervention informed by Critical Systems Thinking, carried out under the auspices of Participatory Action Research. A number of systems research methods and concepts were employed to investigate the participation of students in policy making in two contrasting senior schools in the North of England - organizations believed to present many of the characteristics of the rule-bound system. The approach used was one mixing methods, specifically, the creation of a symbiotic relationship between Soft Systems Methodology and Critical Systems Heuristics. Part III describes the process of reflection undertaken and the conclusion to the thesis

Thinking Critically About Business Ethics

In this study, we teach students and business professionals to apply a formal process of critical thinking to the issues of business ethics.  Every new scandal generates a renewed interest in busin-ess ethics, leading the news media and the public to lament the current state of affairs, sometimes asking why colleges and schools of business don’t do a better job of teaching ethics. Many suggest that business owners and managers do not act as ethically as in the past.  Some say that they can-not act ethically.  The critical thinking skills and examples included in this study can serve to help students of business and professionals in business as they approach difficult ethical decisions

Critical Thinking in Business Education: Current Outlook and Future Prospects

This study investigates all available literature related to critical thinking in business education in a survey of publications in the field produced from 1990-2019. It conducts a thematic analysis of 787 articles found in Web of Science and Google Scholar, including a specific focus on 55 highly-cited articles. The aim is to investigate the importance of critical thinking in business education, how it is conceptualised in business education research, the business contexts in which critical thinking is situated, and the key and more marginal themes related to critical thinking outlined in the business and business education literature. The paper outlines six key areas and topics associated with those areas. It suggests future directions for further scholarly work in the area of critical thinking in business education

The Changing Face of Economics? Ethical Issues in Contemporary Economic Schools as a Consequence of Changes in the Concept of Human Nature

The last financial crisis combined with some recent social trends (like growing inequality or environmental problems) inspired many contemporary economists to the re-evaluation of actual economic knowledge in the search for solutions to these problems. Modern economic schools (especially heterodox ones) stress the meaning of ethical issues in economics more often. The thesis of the paper is that this revival of the ethical face of present economics depends very strongly on the changing assumptions of human nature within economics and other disciplines which work alongside economics, such as social psychology or business ethics, for instance. In order to prove the thesis, the paper provides an evaluation of current economic schools, especially within the heterodoxy, in search of their ethical aspects, and presents them as a result of the changing assumptions about human beings within those schools. This ethical dimension of human beings manifests itself in different ways, which can be perceived as a result of it being based on different ethical schools and different psychological and philosophical assumptions about human nature. Therefore, the paper also considers the current developments of the view on human beings in contemporary schools of economic ethics

What is needed to develop critical thinking in schools?

Starting with the fact that school education has failed to become education for critical thinking and that one of the reasons for that could be in how education for critical thinking is conceptualised, this paper presents: (1) an analysis of the predominant approach to education for critical thinking through the implementation of special programs and methods, and (2) an attempt to establish different approaches to education for critical thinking. The overview and analysis of understanding education for developing critical thinking as the implementation of special programs reveal that it is perceived as a decontextualised activity, reduced to practicing individual intellectual skills. Foundations for a different approach, which could be characterised as the ‘education for critical competencies’, are found in ideas of critical pedagogy and open curriculum theory. This approach differs from the predominant approach in terms of how the nature and purpose of critical thinking and education for critical thinking are understood. In the approach of education for critical competencies, it is not sufficient to introduce special programs and methods for the development of critical thinking to the existing educational system. This approach emphasises the need to question and reconstruct the status, role, and power of pupils and teachers in the teaching process, but also in the process of curriculum development

Ethical Issues in Education and Training in Kenya: A Critical Analysis of Teaching Methodology

The main objective of this paper was to diagnose the ethical and moral issues in the teaching and training modalities offered by higher learning institutions in tune with relevance to entrepreneurship among the graduates in Kenya. The paper sought to explore the success of Vocational education training institutions in Kenya in producing human capitals, with greater emphasis on teaching and training methods. Education is judged on how well the trainees secure formal and informal employment.  The paper employed ethical theories such as Virtue ethics, Deontological ethics, Ethical learning and growth and Teleological ethics to build its content. The research involved survey approach to get responses from 20 education and training institutions 50 Lecturers and 200 students, 10 Leading managers and 30 government officers working in different ministries and government agencies in Mt Kenya region. An analysis of the data was carried out using principal component analysis. From the diagnosis of the study, it was found that ethics as a discipline of critical thinking and learning has not been widely integrated in the current training and education system. . It was found that students who undertake ethical and critical thinking are more productive because of the high memory comprehension, retention and awareness of reality. From our recommendation, in order to spur innovation and Invention among trainees in Kenya, so as to develop the spirit of entrepreneurship, then ethical thinking and learning should be integrated in all the training and educational programmes. The findings and recommendations indicated that the research objectives had been achieved

Ethics in Economics: Lessons and Themes for Further Development from Oeconomicae et pecuniariae quaestiones

The 2018 Vatican document Oeconomicae et pecuniariae quaestiones examines the relationship between ethics and economics in the context of contemporary issues in finance. The relationship between ethics, business, finance, and economic life in general is a major theme of the document. This paper explores these themes in greater depth examining the importance of the virtues, education and culture in promoting an economy that serves society. It then applies a proper Christian anthropology of the human person to problems of political economy in relation to the regulation of markets and, in doing so, tries to unify the different topics discussed in the document and situate it more clearly within the tradition of Catholic social teaching and the role of the state that is posited in that teaching

Cultivating Critical Thinking Skill In Teaching And Learning And Learning Process

The purpose of this article is to spearhead two objectives namely, to fulfill my assignment and to help our future leaders that are our beloved student to analyze multilogical problem of contemporary in teaching and learning process . Those problem that can be viewed holistically from the top or bird eyes perspective thus manages them using correct tool and try solve from many different angles. Joanne Kurfiss simply define critical as “ An investigation whose reason is to explore problem to arrive at the hypothesis that integrate all available information convincingly justified. It is a self regulatory which result in interpretation, analysis, evaluation and inference as well as explanation of evidence, conceptual, methodological or conceptual consideration upon which the judgment is base

A Critical Review of Contemporary Practice and Educational Research in Internationalisation within the business education subject communities

This report critically reviews contemporary educational research and practice in the field of internationalisation within the business education subject communities in order to inform curriculum development and pedagogy geared towards the development of international perspectives and intercultural learning. Drawing on current pedagogical literatures as well as staff and student consultations, it identifies a number of key points which reflect good practice in business education curricula. Due to the broad disciplinary scope of the subject area in focus and the diversity of curricular activities across the UK, this critical review is selective rather than exhaustive and seeks to stimulate further discussion and research in the field. The report is structured as a reference text around key themes and issues emerging from the review, providing the reader who has a particular interest or issue in their practice with an outline of key texts which can be followed up as appropriate