AbstractTechnology, while bestowing benefits upon society, has presented new challenges and risks, and the philosopher Jacques Ellul has reflected upon the problem of technology within society in his works The Technological Society and The Technological Bluff, among others. It is his ideas on ethics, technique, and technology that will be discussed here. ^ This dissertation will examine Ellul's concept of technique within graduate career education, and will measure stakeholder perceptions of a career-focused M.B.A. program. Key to this examination is the notion that the development of career-focused M.B.A. programs need not preclude the creation of a holistically educated person. Indeed a successful program will encourage this process. ^ A preliminary review of the literature reveals that while businesses encourage job training within M.B.A. programs, communication skills—and the ability to communicate with and relate to customer needs—are deemed crucial. An argument within this dissertation will focus on how exposure to the humanities enhances these skills. The research explored in this dissertation will demonstrate how different stakeholders might have different views of the importance of creating a fully educated person. If those differences do exist, why do they? How can these differences be reconciled? These questions will be explored and recommendations for better-educated career-oriented students will be offered. ^
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