Should Philosophers Sell Out to Business?

Should philosophers at universities, by which I mean scholars who hold a Ph.D. in philosophy, try to be relevant?  Nietzsche wrote that no philosopher is a person of one’s own day, but Adam Smith saw in philosophers the potential as observers rather than doers to observe occupations rather than Plato’s eternal moral verities or Aristotle’s prime mover way up high. Opinions on this question can reasonably differ, but under no circumstance should someone holding a MBA and DBA or Ph.D. in business claim to be a philosopher. This is especially true in North America, where doctoral students in business have not typically even taken ethics courses in philosophy. Indeed, I turned down a doctorate in business in part because my area would have been business ethics sans any coursework in philosophy, including ethics. I attempted to take the core graduate course in ethics, but the professor, Kurt Baier, announced at the end of the first class session that only philosophy students could enroll. Baier had the countenance of Schopenhauer, and both, ironically, focused on ethics academically. To be sure, doctoral students in business who already have a Ph.D. in philosophy may be counted as philosophers, and the dual degrees fit an orientation to observing and thinking about occupations rather than just on metaphysics or ontology.

The full essay is at "Should Philosophers Sell Out to Business?"

"Old School" Scholars and the Contemporary American University: Oil and Water

In the 2000s, I had the honor of studying under Patrick Riley, a scholar of historical moral, religious, and political thought. Even though I had had "old-school" professors in the course of my degreed studies at Indiana University and Yale, Riley's approach can be said to be medieval. After four years of auditing his courses and those of many of other professors at Riley's request at a large Midwestern university, I received not a degree nor even many academic credits, but. rather, a hand-written letter in which he let his colleagues know that I could teach graduate-school level political theory. It is no accident that he periodically visited the University of Bologna, which, aside from hosting the huge project of publishing Leibniz's correspondence, was as the first university in Europe, founded in 1066. Back then, I bet letters of recommendation were the principal way in which scholars got hired; a scholar became recognized as one when the scholar he studied under realized that the budding scholar knew enough of the field, which is more than merely doing well in some classes. How technocratic and artificial contemporary universities would seem to ancient and medieval scholars. I think they would be startled at how many pedestrian scholars there are, who relish making narrow distinctions based on technicalities. In contrast, Patrick Riley a product of Harvard, where he continued to work and live even during the many years in which he took weekly flights during the semesters out to a Midwestern university, viewed European intellectual history in the great book tradition and was thus able to see intellectual inheritances well beyond Augustine's in Plato and Aquinas' in Aristotle. Riley traced how the theory of justice as love and benevolence came together from strands of thought in Plato and Augustine in the thought of Leibniz, and how the social contract school of political thought changed in going from Hobbes to Kant. Moreover, I admired Riley's relating of historical theological and moral thought to the political thought. How technocratic or pedestrian so many other twentieth-century scholars were, but not Patrick Riley. 

The full essay is at "Old-School Scholars"

Screenwriting as Dramatic Sense-Making or Ideological Subterfuge?

Howard (p. 165) claims that the screenwriters of Witness (1985) were “wise enough not to attempt to coerce an answer out of the material, to make this an indictment or a thesis instead of an exploration. If they had the definite answer to force and violence in society, they shouldn’t [have made] a film but should [have gone] directly to the United Nations with it. What they have created is an exploration of a complex and troubling issue. Modern urban society isn’t depicted as all bad and the Amish aren’t all good; there are forms of force in both societies, just as there are admirable things about them both. While, in the end, one use of force triumphs over another, that can hardly be a universally applicable solution. Rather, what the filmmakers have done is to make the audience confront its own feelings about violence and the use of force, to see that it is complicated and there are no pat answers, but, most important, to explore how each of us feels about the various faces of force we come to know in the story.”

Analysis is at "Screenwriting as Dramatic Sense-Making."

Sources:

David Howard and Edward Mabley, The Tools of Screenwriting: A Writer’s Guide to the Craft and Elements of a Screenplay. (New York: St. Martin’s Press, 1993).

Bill Johnson, Essays on the Craft of Dramatic Writing. http://home.teleport.com/~bjscript/index.htm  See also Charles Deemer, Screenwright: The Craft of Screenwriting (Xlibris, 1998), pp. 117-19.

Exposing Bottom-Feeder Management: Business Schools to the Rescue?

I submit that the management being taught at American business schools does not take into account just how bad some managements actually are. Although I suspect that most of them are at the lower-levels of management, bottom-feeders can achieve some height, organizationally speaking. I don’t believe business-school faculties know just how bad “bottom-feeder” management actually is, or at the very least such management is tolerated rather than triggering a wholesale renovation of the managerial skills being taught. My aim here is to spark efforts to extend managerial science to proffer tactics oriented to correcting even the worst cases. In short, managerial science needs to reach a certain sordid managerial mentality in order to expunge it from even those businesses.

The full essay is at "Exposing Bottom-Feeder Management."

Ethical Theory in Business Ethics Courses

It may seem like an oxymoron, but faculty administrators at even research universities can be hopelessly narrow-minded regarding knowledge and how it is to be conveyed. For example, how often are faculty members encouraged to give a lecture or two re-teaching material largely missed on exams (followed by another, shorter examination on that material)? Do faculty administrators work with faculty members in professional schools to see to it that the applied courses are not severed from their basic (i.e., more theoretical substratum) discipline? One of the secrets in the “sauce” at Yale’s professional schools (e.g., Law, Divinity, etc.) is this salience of the respective basic disciplines (e.g., political theory and theology, respectively). Synergy comes gushing through once the false dichotomy is recognized. Before I went to Yale, I was a masters and doctoral student at the University of Pittsburgh, where the dichotomy was alive and well in the university’s social reality; I had to “walk back” the dichotomy myself as I discovered philosophy (and religious studies) while I was still studying business.

The full essay is at “Ethical Theory in Business Ethics” 

Can Ethical Leadership Be Taught?

In the typical business school, this question would be interpreted, or “refurbished.” Can students be trained to become ethical leaders? While often conflated contemporaneously, these two questions are indeed distinct. Instructors, professors and school administrators should first decide which question is more relevant to their purposes. The question chosen should fit with the education, pedagogical method, and philosophy of education of not only the instructor or professor, but also the school itself. In this essay, I distinguish the two questions in order to unpack them with their full significance.

The entire essay is at “Can Ethical Leadership Be Taught?

Dismembering Time Inc: Delimiting Management

Typically, management is assumed to be a skill or practice that enables a person so trained to work in virtually any company, regardless of what the sector happens to be. A manager is presumed fully able to go from managing a bank to managing a restaurant. Organizing is the common thread; passion for the particular output is not. Yet surely product-specific knowledge and indeed fascination must count for something. This point struck me as I read the ideas of one journalist regarding what should come of Time Inc. once separated from the mother-ship of Time Warner. If the parts of Time Inc. are indeed worth more as parts of different companies than as remaining as a whole, then it is worth asking whether it makes sense to assign each part to a company oriented to the same theme or domain. If so, then the particular theme of a publication, or business moreover, should have some bearing on a manager.

From: “DismemberingTime Inc.: A Critique of the Conglomerate Strategy” 

Business Culture Forming Higher Education

“Publish or perish” is the infamous mantra of those intrepid scholars who work at research universities and many prestigious Liberal Arts & Sciences colleges dotting the map of the world. The need to demonstrate regular output is perhaps nowhere more stressed (hence, stress) than in the United States. As if the declining number of tenure positions (amid increasing reliance on adjuncts, not coincidentally) at colleges and universities in the U.S. were not enough of a challenge for the newly-minted doctors aspiring to the intellectual freedom that goes with the protection of tenure, that the young scholars are increasingly being subjected to an "assembly-line" process wherein faculty administrators treat their junior colleagues' published journal articles like chocolates on a conveyer belt puts scholarship at odds with itself and thus is utterly self-defeating from the standpoint of society gaining new knowledge.

The full essay is at "Business Culture Forming Higher Education"

Teaching Ethical Leadership

Can ethical leadership be taught? In the typical business school, this question would be interpreted, or “refurbished.” Can students be trained to become ethical leaders? While often conflated contemporaneously, these two questions are indeed distinct. Instructors, professors and school administrators should first decide which question is more relevant to their purposes. The question chosen should fit with the education, pedagogical method, and philosophy of education of not only the instructor or professor, but also the school itself. In this essay, I distinguish the two questions in order to unpack them with their full significance.

The question, Can ethical leadership be taught, can be interpreted as being centered on knowledge of the concept and theories of ethical leadership. Can this particular knowledge be taught? That is to say, if a student were to ask, What is ethical leadership? could the instructor or professor answer with a definition? Have scholars even come up with an agreed-up definition? More broadly, how does ethical leadership as a concept differ from that of leadership more generally? Do theories of ethical leadership explain it rather than merely being oriented to how to? Furthermore, do any extant theories relate the concept to other, related concepts such as strategic leadership or even strategy? If so, can such theories be taught to the students at a particular level of education? Last but not least, would teaching the theories toward an understanding of what ethical leadership is be in line with the approach of the particular business school? Some schools are more commercially-oriented than others. I contend that two basic schools of thought can be identified and used as pedagogical approaches for teaching ethical leadership.