Ohreen David, Sundararajan Binod, Trifts Valerie, Comber Scott
Mount Royal University, Calgary, Alberta, Canada.
Dalhousie University, Halifax, Nova Scotia, Canada.
J Manag Educ (Newbury Park). 2022 Feb;46(1):70-105. doi: 10.1177/1052562921996019. Epub 2021 Mar 20.
The Russian developmental psychologist Lev Vygotsky provides important theoretical underpinnings for an alternative to business ethics pedagogy. Although Vygotsky's constructivist approach has been applied to other disciplines, such as cognitive development, moral development, and network analysis and learning, its application to business ethics education is virtually nonexistent. Vygotsky's focus on language and peer influence provides a novel approach to ethics education. Although many business ethics instructors already use group discussion in their classes, we provide evidence that will reinforce such techniques as a crucial pedagogical method. This study is an exploratory application of Vygotsky's developmental theory to business ethics education. Data were gathered in business ethics and management courses, with experimental and control groups, and analyzed using the Defining Issues Test and thematic-coded journal entries. Results indicated that discussions created a zone of proximal development improving the moral reasoning for most students giving them multiple perspectives and providing support to engage in deliberations and peer dialogue when discussing ethical frameworks, ethical scenarios, and ethical decision making.
俄罗斯发展心理学家列夫·维果茨基为商业伦理教学法的另一种选择提供了重要的理论基础。尽管维果茨基的建构主义方法已应用于其他学科，如认知发展、道德发展以及网络分析与学习，但它在商业伦理教育中的应用几乎不存在。维果茨基对语言和同伴影响的关注为伦理教育提供了一种新颖的方法。尽管许多商业伦理教师已经在课堂上使用小组讨论，但我们提供的证据将强化这种作为关键教学方法的技巧。本研究是对维果茨基发展理论在商业伦理教育中的探索性应用。数据收集于商业伦理和管理课程，设有实验组和对照组，并使用《界定问题测试》和主题编码的日志条目进行分析。结果表明，讨论创造了一个最近发展区，改善了大多数学生的道德推理，为他们提供了多种视角，并在讨论伦理框架、伦理情景和伦理决策时为参与审议和同伴对话提供了支持。
