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3 J. Legal Stud. Educ. 1 (1985)

handle is hein.journals/jlse3 and id is 1 raw text is: INTEGRATING ETHICS IN1O BUSINESS EDUCATION Lisa Newton, Professor of Philosophy, Walter G. Ryba, Jr., Associate Professor of Business Law, Fairfield University, Fairfield, Connecticut INTEGRATING ETHICS INTO BUSINESS EDUCATION We have recently witnessed explosive growth in the demand for the study of ethics in business school curricula. The sources of this demand are diverse, and impact the choices of direction and materials for business ethics courses in occasionally conflicting ways. Designers of the ethics curriculum find themselves laboring under a series of constraints; from the Business side, the need to key in on real and practical problems; from the Ethics side, the need to do justice to the rich traditions of ethical theory; and from all sides, the need to integrate ethics into the Business curriculum at minium cost in the scarce resources of time, manpower, materials and money. This paper chronicles an attempt at such integration or at least the first steps in that direction, at our University. A. Sorting out- the Theory The Business Ethics approach developed for use was, first and foremost, what the philosophers understand as normative ethics, designed to consider directly questions of right and wrong in business context. Mataethics, or analytics ethics may be left to other parts of the philosophy department, and 'descriptive ethics, the sociological study of actual business practices, had limited application because of the time constraint on theoretical background. This may be an area for greater expansion in the future. For internal as well as external constituencies, faculty are forced at the outset to develop a theoretical justification for the teaching of ethics in the business curriculum. Two traditional justifications for the teaching of ethics to future business persons may be used, if only to show why we rejected them. It is common place that there are as many bad reasons for doing something as good reasons, but that the adoption of a program on the wrong rationale can badly distort its shape and content. The first justification we may call the moralist's approach: we teach ethics in order to make our students into better people, so they will always make moral choices in practice. On this rationale, one may begin the ethics course by giving the students pre-test - setting situations containing moral choices, and score the students on how often they make the right choice. Then one teaches the course, making sure the students learn what's right and what's wrong. Finally one ends the course with a post-test, to see if their

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