This study compares two uniquely developed tools for engaging undergraduate business ethics students in case discussions: paper-based cases and interactive digital games. The cases we developed address borderline instances of sexual harassment and racism in the workplace and were used to facilitate students’ affective appreciation of the content of course lectures and readings. The purpose of the study was to assess the relative effectiveness of these two tools as teaching aids in increasing affective learning. Pre- and post-test surveys thus focused (...) on affective learning outcomes. These included change in student perceptions of the importance of the topics, feelings of agency, perceptions of improved self-reliance, and confidence. Results showed that digital cases are at least as effective as static cases in terms of their affective learning efficacy, and that digital serious games spur students to reflect on themselves and others more effectively than static cases. (shrink)

ABSTRACTIt appears to have become customary amongst many centrist European and conservative American leaders in the new century to present Muslim refugees’ stories as tales of dangerous Others. The...

The author distinguishes between two types of criticism of Islamism: ‘liberal Islam’ and ‘secular Islam’. The meaning and consequences of this difference in approach is analyzed with reference to the work of Chadortt Djavann, Irshad Manji, Mina Ahadi and Taslima Nasreen. The difference of approach is especially relevant in the way one looks at ‘interpretation’. This will be illustrated by analyzing a discussion between Tariq Ramadan and Ayaan Hirsi Ali.