After a selective review of relevant literature about teaching business ethics, this paper builds on a summary of Fred Bird’s thoughts about the voicing of moral concerns provided in his book about moral muteness. Socratic dialogue methodology is then presented and the use of this methodology is examined, for business ethics teaching in general, and for addressing our paper topic in particular. Three short form Socratic dialogues about the paper topic are summarized for illustration, together with preparation and debriefing suggestions (...) for a Socratic dialogue unit as part of a business ethics course. In conclusion, Socratic dialogue design is related to the experiential learning approach, and characterized by a few basic traits, which imply both risks and opportunities for business ethics teaching. (shrink)

Both questions as abstract objects and the speech acts, here called requests, by which we ask them play an enormous role in all argumentative practices. Nonetheless, there is hardly a proper systematic treatment of questions and requests in current argumentation theories. This paper is a first attempt at providing such a systematic treatment. This is achieved by following the ideal model of a critical discussion as elaborated over the years by the Amsterdam school of pragma-dialectics. After introducing the distinction between (...) questions and requests, the paper sets forth and illustrates the norms of questioning which implicitly underlie the four stages of a critical discussion in the standard order: confrontation, opening, argumentation, and conclusion. Among other things, it is shown that crucial insights of pragma-dialectics are illuminated by the questioning perspective, in particular the distinction between single and multiple differences of opinion, the duties of the antagonist and protagonist roles, the precise character of the argumentation stage, and the different ways in which a disagreement can be resolved. (shrink)

Artiklen vil diskutere det pædagogiske paradoks primært ud fra D. Benner. Artiklen hævder, at det pædagogiske paradoks hviler på en forståelse af frihed, der hos Benner er underbelyst, og en idé om autenticitet, der ender i det isolerede Selv. Jeg foreslår her over for at studere appellens fænomen m.h.p. at indkredse en idé om frihed, der ikke udelukker enhver ydre indflydelse.