An Interdisciplinary Perspective on the Relationship between Ethics and Today’s Capitalism

The paper begins by emphasizing the fact that, on a historical scale, one can have several views of the relationship that has existed over time between ethics and capitalism, namely: missionary, ‘Nietzschean’, critical, and ‘regulatory’. It is argued that, nowadays, the capitalization of the contributions supplied, over time, by the four views embraces the form of two modern diametrically opposed perspectives, i.e.: on the one hand, there is the interpretation given by the neo-classical school of thought (mainstream economics) and, on the other hand, it comes to the interpretation given by the Austrian praxeological economic school (libertarian economics). The emphasis of the analysis is put on the assertions developed by the last one, libertarian thinking, that insists on the necessity to operate with a well-defined distinction between the legal level of the matter, the ethical level and the moral one. At the core of the libertarian analysis there is the understanding of the capitalist system being naturally impregnated by ethical values. And this intrinsic ethical nature of capitalism is organically bound to the sphere of the ownership-type relationship. In line with the understanding of the economic system, based on the institutions of the free market as representing ethical capitalism per se, the paper argues that the realities of the world today show governmental interventionism as a main factor that supports non-ethical economic behaviour. As a consequence, the more limited government intervention is, the greater the chance of ethical capitalism, that is, voluntary, non-conflictual and non-aggressive economic market relationships. Under such conditions, a ‘minimal state’ institutional arrangement (that is, the legitimate use of power by the state is limited to preventing fraud or the use of force; it does not include the power to tax or to confiscate property) is the basic condition for the existence of an ethical capitalism that works, which is to say that the chance of an economic system based on ethical values stands in people’s willingness to be part of such an evolution in society that aims to minimise the role of the state. Further, the paper argues that any historical analysis on how societies asserted such a willingness outlines the expression of a secular and unshaken option for growing rather than diminishing state involvement in the economy. It is about people’s perennial preference for the state, namely for the organization of society based on state interventionism (respectively, their preference for the coercive order imposed by the state authorities, order based, through its own nature, on the subjugation of private property and the aggression against individual freedom), with a preference for the government intervention over the organization of a society based on free market functioning (which is equivalent, in fact, to their rejection of a voluntarily and spontaneously non-violent order, based on the observance of private property and individual freedom, brought about by the free functioning of markets). In the last part of the paper there are put forward for discussion the possible explanations for this perennial preference for non-ethical capitalism, the analysis focusing on two directions: firstly, on that of social ontology; and then, on that of human psychology

Introduction

What is critical thinking, especially in the context of higher education? How have research and scholarship on the matter developed over recent past decades? What is the current state of the art here? How might the potential of critical thinking be enhanced? What kinds of teaching are necessary in order to realize that potential? And just why is this topic important now? These are the key questions motivating this volume. We hesitate to use terms such as “comprehensive” or “complete” or “definitive,” but we believe that, taken in the round, the chapters in this volume together offer a fair insight into the contemporary understandings of higher education worldwide. We also believe that this volume is much needed, and we shall try to justify that claim in this introduction

A Model of Critical Thinking in Higher Education

“Critical thinking in higher education” is a phrase that means many things to many people. It is a broad church. Does it mean a propensity for finding fault? Does it refer to an analytical method? Does it mean an ethical attitude or a disposition? Does it mean all of the above? Educating to develop critical intellectuals and the Marxist concept of critical consciousness are very different from the logician’s toolkit of finding fallacies in passages of text, or the practice of identifying and distinguishing valid from invalid syllogisms. Critical thinking in higher education can also encompass debates about critical pedagogy, i.e., political critiques of the role and function of education in society, critical feminist approaches to curriculum, issues related to what has become known as critical citizenship, or any other education-related topic that uses the appellation “critical”. Equally, it can, and usually does, refer to the importance and centrality of developing general skills in reasoning—skills that we hope all graduates possess. Yet, despite more than four decades of dedicated scholarly work “critical thinking” remains as elusive as ever. As a concept, it is, as Raymond Williams has noted, a ‘most difficult one’ (Williams, 1976, p. 74)

Global citizenship and critical thinking in higher education curricula and police education: a socially critical vocational perspective

The re‐emergence of the concept of global citizenship within higher education (HE) after what Smith et al. (2008, p.136) have described as ‘many years of comparative neglect’ has reopened the debate about the fundamental roles, responsibilities and purpose of HE. Rhoads and Szelenyi (2011, p8‐9) argue that not only do ‘universities have an obligation to use their knowledge capacities to advance social life and to better the human condition’, but they also have a responsibility for ‘advancing global social relations’. Likewise, Camicia and Franklin (2011, p.39) maintain that universities have the ‘intellectual authority that society needs to help it reflect, understand and act’ which suggests that Higher Education Institutions (HEIs) have a profound and moral responsibility to take a leading and active role in creating a more enlightened, socially just and civilised global society

Embedding sustainability through systems thinking in practice: some experiences from the Open University

One initiative that has emerged during the UN Decade of Education for Sustainable Development (ESD) through the work of the Open University Systems group has been its postgraduate programme in Systems Thinking and Practice (STiP). Built on some forty years’ experience of systems teaching and research at the Open University (OU), this open learning, distance taught programme is designed to develop students’ abilities to tackle complex messy situations, to provide skills to think more holistically and to work more collaboratively to avoid systemic failures. This paper critically reviews the trajectory of this programme –its past, present and future. It discusses the STiP programme’s many boundaries with other programmes and across sectors. Challenges of epistemology, ethics and purpose are explored, in relation to education for sustainability. The programme’s many and varied teaching and learning processes are explicated. The pedagogy of the STiP programme is grounded in a diverse range of students’ experiences and needs that by no means all focus explicitly, or primarily, on sustainability or sustainable development. Many OU students study part-time alongside their other commitments, both work and community-based. STiP students are all interested in systems and learning. But what STiP is a part of for them varies considerably. Students come mainly from the UK and rest of Europe. Many of their interactions are online through several different fora. A diverse, active and critical OU STiP alumni community has developed, initiated by the early graduates of the programme. Academics responsible for the programme also participate in this community’s deliberations, at the invitation of student alumni. In this paper, the authors build on their various experiences of the STiP programme and re-explore its contexts and boundaries from an ESD point of view. They use some of the systems heuristics that they teach, to critically reflect on both what is being achieved through this programme in relation to education for sustainability and what they and some of their past students and associate lecturers think ought to be occurring in this respect as they go forward

Critical thinking represents...

Alvesson and Willmotts’ statement within their 1996 book “Making Sense of Management” is widely discussed. The paper illustrates two different management approaches while focusing on Modernism and Rationality as well as Interpretivism and Subjectivity. Critical Management Theory is placed within the context of and a discussion about issues such as “Organisational Culture”, “The Role of the Manager” and “Emancipation”. Finally, the need for an appropriate open-minded thinking approach in order to deal and cope with upcoming future challenges due to an increasing complexity and fundamental changes within the management processes is emphasise

A critical challenge: Developing student's critical abilities

The work of educators includes grappling with the challenges of bringing theoretical concepts and approaches into day-to-day physical education practice for quality programmes and the betterment of student learning. One of our most exciting challenges is in capturing the potential the Health and Physical Education in the New Zealand Curriculum (MoE, 1999) and the New Zealand Curriculum (MoE, 2007) present to us as physical educators. The curriculum has encouraged the development of socio-critical perspectives and inquirybased approaches to teaching and learning programmes (Culpan & Bruce, 2007; Fitzpatrick, 2010; Gillespie & Culpan, 2000; Wright, 2004). We (the writers) have tackled the theory to practice challenge of the development of student’s critical abilities from a range of positions within education. Our involvement in initial teacher education, teacher professional development, secondary physical education teaching and physical education advisory roles has meant we have needed to not only develop our own practice as educators, but also consider how to successfully enable secondary school students, teacher education students and practicing physical education teachers to understand and implement a socio-critical physical education curriculum. This paper focuses on processes, knowledge and understandings that support the development of student’s critical abilities

Going beyond Western dualism: towards corporate nature responsibility reporting

Purpose: The purpose of this paper is to outline an ecofeminist lens for the analysis of accounting, which is applied to: first, the critique of corporate social responsibility reporting (CSRR); second, the elaboration of elements of a framework for a new accounting – corporate nature responsibility reporting (CNRR) – as a response to the critique of CSRR; and, third, the consideration of elements of an enabling and emancipatory praxis in the context of CNRR, including a sketch of a research agenda. Design/methodology/approach: The paper presents a critical application of aspects of the ecofeminist critique of Western dualism and its emphasis on wholeness, interconnectedness and relatedness, including its particular delineation of nature, to the critique and design of accounting. Findings: Insights from the application of an ecofeminist lens to the critique of CSRR raise questions about the suitability of the western notion of corporate social responsibility (CSR) and its associated accounting currently in use. In order to go beyond critique, the paper introduces the notions of corporate nature responsibility (CNR) and CNRR and offers an outline of key elements of CNRR and an emancipatory praxis in the context of CNRR, including a sketch of a research agenda. The author’s elaborations suggest that in order to overcome the limitations of CSR and CSRR, a corporation ought to be concerned about its broader and holistic CNR. And, it should provide a CNR report, as part of a holistic CNRR concerned with the performance of the company in the context of CNR. Social implications: Through creating new visibilities, CNRR has the potential to enhance the well-being of people and nature more generally. Originality/value: Ecofeminism’s critique of western dichotomous thinking has been given little consideration in prior studies of accounting. The paper thus draws attention to the relevance of an ecofeminist theoretical lens for the critique and design of accounting by focussing on CSRR. The paper introduces the concepts of CNR and CNRR to address the limitations of CSRR as currently practiced

Bringing hope to crisis: critical thinking, ethical action and social change

INTRODUCTION This paper departs from this point to consider whether and how crisis thinking contributes to practices of affirmative critique and transformative social action in late-capitalist societies. I argue that different deployments of crisis thinking have different ‘affect-effects’ and consequences for ethical and political practice. Some work to mobilize political action through articulating a politics of fear, assuming that people take most responsibility for the future when they fear the alternatives. Other forms of crisis thinking work to heighten critical awareness by disrupting existential certainty, asserting an ‘ethics of ambiguity’ which assumes that the continuous production of uncertain futures is a fundamental part of the human condition (de Beauvoir, 2000). In this paper, I hope to illustrate that the first deployment of crisis thinking can easily justify the closing down of political debate, discouraging radical experimentation and critique for the sake of resolving problems in a timely and decisive way. The second approach to crisis thinking, on the other hand, has greater potential to enable intellectual and political alterity in everyday life—but one that poses considerable challenges for our understandings of and responses to climate change..

Trust as a virtue in education

As social and political beings, we are able to flourish only if we collaborate with others. Trust, understood as a virtue, incorporates appropriate rational emotional dispositions such as compassion as well as action that is contextual, situated in a time and place. We judge responses as appropriate and characters as trustworthy or untrustworthy based on these factors (namely context, intention, action as well as consequence). To be considered worthy of trust, as an individual or an institution, one must do the right thing at the right time for the right reasons, and the action should have its intended effect. By focusing on character, including a moral agent’s emotional disposition, virtue ethicists offer a more holistic account of trust than that explained by a deontic adherence to one’s duty as governed by a social contract. I will apply this understanding to educational institutions, particularly primary and secondary schools that serve a vital role in society. One of the main roles schools perform is to assist in character formation so that students, through practice, learn to be trusting and trusted citizens of society. I offer the philosophy in schools’ methodology of the community of inquiry as one example of how such practice may be facilitated in the classroom