Teaching Business Ethics

, Volume 6, Issue 3, pp 371–391

Emotion and Cognition in Business Ethics Teaching

  • Paul Griseri

DOI: 10.1023/A:1016104330016

Cite this article as:
Griseri, P. Teaching Business Ethics (2002) 6: 371. doi:10.1023/A:1016104330016


This paper focuses specifically on taughtcourses in business ethics for post-experiencestudents. The theme of this paper is thatvalues have a dual nature, involving bothemotional and cognitive elements. This dualnature is not always clearly acknowledged byparticipants in business ethics courses. Thisleads to a range of different ways in whichmisunderstanding can arise, and which is oftennot well handled in ethics classes. Twoparticular examples are considered: theseparation of personal and professional ethics,and the tendency for people to manage risk inprobabilistic terms rather than in human. TheKohlberg model is critiqued briefly, andpreference is given to Forsyth's model ofethical decision ideologies. The paperconcludes with some suggestions of positiveapproaches to business ethics teaching,involving virtue ethics and the critical theoryof Jurgen Habermas. This involves abandoningclassroom based tutition for a more personaldevelopment oriented approach.

Copyright information

© Kluwer Academic Publishers 2002

Authors and Affiliations

  • Paul Griseri
    • 1

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