Business education has been reprimanded for inadequacies in the leadership, decision making and moral behavior of business managers. The quantitative and investigative introduction in business college curricula and the resulting absence of humanities-based courses have been identified as reasons. The essential cause, however, lies in the philosophy of business education and research which shapes the curricula, teaching systems, and, eventually the graduates' capacity to handle different administrative positions.
The most regularly recognized philosophical premise of business exploration is experimentation or empiricism. The contention displayed here is that practicality, which shares components with empiricism, has permanently molded business education. This paper will show why empiricism, together with pragmatism, composes the main drivers of the above deficiencies. Supplementing business college curricula with humanities courses, a methodology regularly prescribed to correct the gaps, is not sufficient. As an option solution, an objective philosophical method is evaluated, along with its practical suggestions for business education.
Table of Contents
Aim of the research
Significance of the research
Scope of the Research
Thesis outline
Introduction
Philosophical foundation of business education
Empiricism and Pragmatism
Rationalism
Implications of philosophy in business education
An objectivist philosophy
Integrating objectivism into business education
Curriculum
Objectivists' principles as applied to teaching
Conclusion and recommendation
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Upload your own papers! Earn money and win an iPhone X. -
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Upload your own papers! Earn money and win an iPhone X. -
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Upload your own papers! Earn money and win an iPhone X. -
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Upload your own papers! Earn money and win an iPhone X.