This paper aims to reframe sustainability as an ethical aspect of the theory-practice gap in business and management education for sustainable development,which should be viewed as an integral part of knowledge produc...This paper aims to reframe sustainability as an ethical aspect of the theory-practice gap in business and management education for sustainable development,which should be viewed as an integral part of knowledge produced and disseminated in business schools.The paper adopts a narrative approach to review the relevant literature on two streams of research,namely,the theory-practice gap and sustainability in reforming business schools.The synthesis and discussion of the existing literature suggest that while sustainability is frequently viewed with an ethical sentiment,the existing research overlooks its significance in bringing together knowledge and practice in business schools.This paper highlights the potential of sustainability as a theoretical lens in bridging the theory-practice gap in business schools;proposing to rethink the conceptual space that lies in ethics for further theoretical developments.The author urges business and management scholars to engage in burgeoning debates on business school reforms relating to the theory-practice gap and sustainability with an emphasis on ethics.The author contends that the neglected theoretical linkages between the theory-practice gap and sustainability provide fruitful directions for future research.Through a moral lens,business schools can move toward responsible management education for a more sustainable future.展开更多
Purpose:This article presents an alternative interpretation of“basic principles”in moral education by reconsidering Dewey’s moral education theory,which has had profound influence on Chinese educational theory and ...Purpose:This article presents an alternative interpretation of“basic principles”in moral education by reconsidering Dewey’s moral education theory,which has had profound influence on Chinese educational theory and practice.Design/Approach/Methods:Through a close analysis of Moral Principles in Education(1909),this study identifies four ideological and logical limitations in Dewey’s moral education theory.Findings:Analysis revealed four limitations in Dewey’s moral education theory.First,although“moral ideas”originate from real life,they are insufficient for developing a fully moral life.Second,the“moral trinity”is an ideal that cannot be fulfilled when exposed to reality.Third,the interpretation of“ideas about morality”needs to extend beyond examinations of their effects on behavior,particularly insofar as these ideas play a complex role in the overall development of individuals.Fourth,simply teaching ideas about morality constitutes the worst practice of“direct moral instruction.”In this respect,best practice involves cultivating moral ideas while facilitating the transformation of ideas about morality into moral ideas or vice versa.Originality/Value:The distinction between“moral ideas”and“ideas about morality”has long been considered the basic problem of moral education.This study presents another approach to the“basic problem”of moral education that complements and reinforces these concepts.展开更多
文摘This paper aims to reframe sustainability as an ethical aspect of the theory-practice gap in business and management education for sustainable development,which should be viewed as an integral part of knowledge produced and disseminated in business schools.The paper adopts a narrative approach to review the relevant literature on two streams of research,namely,the theory-practice gap and sustainability in reforming business schools.The synthesis and discussion of the existing literature suggest that while sustainability is frequently viewed with an ethical sentiment,the existing research overlooks its significance in bringing together knowledge and practice in business schools.This paper highlights the potential of sustainability as a theoretical lens in bridging the theory-practice gap in business schools;proposing to rethink the conceptual space that lies in ethics for further theoretical developments.The author urges business and management scholars to engage in burgeoning debates on business school reforms relating to the theory-practice gap and sustainability with an emphasis on ethics.The author contends that the neglected theoretical linkages between the theory-practice gap and sustainability provide fruitful directions for future research.Through a moral lens,business schools can move toward responsible management education for a more sustainable future.
文摘Purpose:This article presents an alternative interpretation of“basic principles”in moral education by reconsidering Dewey’s moral education theory,which has had profound influence on Chinese educational theory and practice.Design/Approach/Methods:Through a close analysis of Moral Principles in Education(1909),this study identifies four ideological and logical limitations in Dewey’s moral education theory.Findings:Analysis revealed four limitations in Dewey’s moral education theory.First,although“moral ideas”originate from real life,they are insufficient for developing a fully moral life.Second,the“moral trinity”is an ideal that cannot be fulfilled when exposed to reality.Third,the interpretation of“ideas about morality”needs to extend beyond examinations of their effects on behavior,particularly insofar as these ideas play a complex role in the overall development of individuals.Fourth,simply teaching ideas about morality constitutes the worst practice of“direct moral instruction.”In this respect,best practice involves cultivating moral ideas while facilitating the transformation of ideas about morality into moral ideas or vice versa.Originality/Value:The distinction between“moral ideas”and“ideas about morality”has long been considered the basic problem of moral education.This study presents another approach to the“basic problem”of moral education that complements and reinforces these concepts.
