My aim is to indicate that Bernard Lonergan's work in economics can be used to argue that there is a special or unique dimension of business ethics. To be more specific, in order to be an ethical business person it is not sufficient to be a "virtuous" person. Ethics in business calls for a clear view on how an economy works and is working, and it calls for intelligent actions in light of such knowledge.
When I lectured on Lonergan’s economic writings at Boston College, Fordham, or Woodstock, people asked the same questions: What’s the big deal about Lonergan’s economics? How does it differ from mainstream economics? What’s Lonergan’s solution to poverty? This paper is a move towards answering those questions.
In recent years the debate over free trade has heated up and has taken the form of violence in Seattle, Washington D.C., Quebec, and Genoa. Groups either embrace free trade or condemn it. In fact, it seems impossible to reconcile the arguments put forward by the supporters and the protestors. In this paper I want to investigate the problem by using Bernard Lonergan’s work on economics.
This paper is an attempt to identify a functional division of labour in art studies. To that end I have adopted the strategically minimalist approach advocated by Philip McShane in Method in Theology: Revisions and Implementations (2007).
Legal scholars talk and write about interpretation in terms of the meaningof words, and for many legal philosophers legal interpretation involvessubsuming particular situations under general rules. However, the more youexamine legal interpretation the more confusing the whole idea ofinterpretation becomes. The aim of this paper is to use Bernard Lonergan'sdiscussion of functional specialization to make sense of this disorderlystate of affairs.
In the light of recent talk in Canadian business schools about the importance of teaching courses in business ethics, the authors ask whether business professors have the qualifications required to teach business ethics. They point to various ethical dilemmas that arise in a collegial setting and argue that academics who teach business ethics have to first understand the complex ethical situations in which they find themselves if business ethics is to be taught in a meaningful way.