Tag: students

What Mendel tells us about thinking (via The Hannibal Blog)

On By southwerkIn ethics2 Comments

My students are bombarded with my lectures on good decision-making. They suffer through seemingly endless talk about why reason is better than opinion, how the facts are better than speculation. All this because I believe that critical thinking is at the heart of an effective education.

I believe in thinking. We live in a time where people can say, “I go with my gut,” and people treat them as if they had leadership ability when the intelligent response is to say, “That’s nice.” and ease them away from any position of authority.

The American Experience is a brief piece of history but its significance has been huge. It is an attempt at allowing a free people to make the critical choices in their lives. America is based on Enlightenment philosophy. This philosophy teaches that humans are capable of improvement and that with the tools of human reason they can free themselves from superstition and false beliefs. These ideas are embedded in the Declaration of Independence and the Constitution. Not only that but our educational system, our laws and every idea of improvement espoused by any self-help book are all based on those beliefs.

Give some attention to the Hannibal Blog and what he has to say about thinking.

James Pilant

What Mendel tells us about thinking Find quietude. Observe whatever is around you. If it seems banal, discover it to be fascinating and mysterious. Ignore distractions, otherwise known as ‘everybody else’. Ask simple questions that puzzle you. Be patient in pondering them. That is how I imagine Gregor Mendel might answer us today if we asked him: How  — I mean how! — did you achieve your stunning intellectual breakthroughs, on which we today base our understanding of biology? Put … Read More

via The Hannibal Blog

My Students (Revised)

On By southwerkIn business ethics, ethics, Teaching

This is a shorter, more carefully revised version of my earlier “My Students” posting.

One of the things I like to teach my students is that they have no intellectual inferiority in regard to the Ivy League schools.

On the face of it, that may sound ridiculous, but it is not.

A great many of these heavily lauded (and immensely well paid) graduates of the schools blessed by the establishment have participated wholly and happily in the greatest financial debacle in history. Their well honed degrees disguised their incompetence, their stupidity, their lack of intellectual depth and their overwhelming sense of entitlement.

The fact that so many of these Ivy Leaguers journey off to cash in their degrees and their honor in various financial firms is a black mark against our educational system. You see, we depend on this system to produce the scholars, the politicians, and all those various professions which make nations function with honor and purpose. Instead we get a rush of graduates toward a predatory system of financial institutions.

My students would try to take care of their fellow citizens never forgetting where they came from and the struggle they must make to simply get a job in the current market. They deserve better. Nevertheless, from this crop is my hope, that these people, these individuals working to better themselves will be the leaders of tomorrow, not the children of the elite, not the well favored few, but my students.

It is not a matter of free will or gumption that keeps my students from being as successful as those. It is a well ingrained attitude, a lack of expectations, and a consistent contempt and suspicion of the educated. We can do better. We, the citizens, have a responsibility to our children to act the part of guides and supporters. I do not mean the blind support given whatever the merits. I mean a willingness to encourage excellence and the hard, difficult job of not submitting to the idea that some people are better. They are better when they prove it. My student can prove their excellence.

But learning is not just a matter of schooling. It is a life long endeavor. Most people stop when they put that piece of paper on the wall. But that is all they are, paper, wood pulp. If my students are to change this state, this country, and this world, there must be support and dedication to a lifetime of learning. A person who continues the task of development, of becoming, is inferior to no learner on earth, whatever their degree.

There are books and as long as there are books – as long as the great works of mankind – are readily available, any human being can become educated and developed. Any individual can build the power of understanding, a basic command of the ideas that govern this society, and a sense of purpose in their lives. But we have to believe. My students need that. My students need to walk in a community where people believe they are just as good, just as smart and just as capable as students from anywhere in the world.

All they have is the power of their minds and the determination of their hearts. If they only believe.

James Pilant

An Introduction To Business Ethics

On By southwerkIn business ethics, Capitalism, Economic measurement, ethics, Government Failure, Teaching

This is my thoroughly acerbic intro to my business ethics class.

Business Ethics is the study of what is right or wrong in the world of business. We are going to explore your views of ethics. While you will learn about many ethical systems, the emphasis of the class is upon your ethical development.
It is possible that you live in a moral vacuum. You could have no beliefs whatever as to what should or should not be done. However, this possibility is so rare as to be almost impossible.

More likely is that you have been influenced by society and have accepted the viewpoints of those around you. You float in a sea of belief systems absorbing what is “normal” and usually what is comfortable.

Some, a good number, have been educated into a moral system. The most common system would be that of a religion although other systems of ethics which can be found in organizations as diverse as political parties, charities, and organizations such as Ala-non. These other systems vary dramatically in the depth and importance of ethics in them.
The few remaining individuals will have actively considered what is right or wrong. Some have reflected on these issues a great deal; others less.

The intent of this course is that you actively consider your ethics as they relate to issues in business.
You move from moral vacuum, society’s choices, religious systems, organizational beliefs and your own reflections to a highly active consideration of ethical choices.

There is no rejection here of any system of ethics. It is quite likely that individuals will find in our attempt at developing a moral framework a ratification of their previous beliefs. It is likely that the strongest choice for many will be a religious system and those that have worked to develop their own judgment will usually find their search to have been significant.

Hopefully, all students in the class will develop their system of ethics in some sense. However, if a student begins the class with a system of ethics or an absence of such a system and finishes with no change, which will have no effect on the grade received.

What we will study

We will begin by exploring religious codes of ethics. Many religions, in particular Protestant and Catholic Christianity, Judaism and Islam have created sets of rules that apply directly to morality in the business context.

From there we will journey through the often confusing field of philosophy. We will discuss the impact of the major schools of thought on business ethics.

We will look at legal obligations of duty, fair dealing and care.

After this comes current thought, in particular American philosophies of business ethics.

We then investigate the issues of crime and ethical issues concerning business. A focus on particular moral issues concerning individual business fields like accounting.

Ethics programs and their implementation are next followed by human rights concerns and the last chapter concerns social responsibility.

Business ethics is a relevant and vital subject, but this field of ethics had been full of difficulty.

Business involves large sums of money, interactions between humans at different levels of power, interactions between one business and others, and interactions between business and government.

Some businesses have stolen incredible amounts of money, caused or contributed to the death of millions of people, damaged the fabric of the world economy, colluded with other businesses to set prices or drive other businesses out of existence, bribed government officials, evaded taxes and by giving an impression of constant criminality and dishonesty damaged the social fabric of many nations and poisoned their relationships with other countries.
Business ethics has been taught in the United States for about forty years. It has been a disaster. Corporate scandals so huge as to threaten the world’s financial systems have occurred several times. The more mundane corporate crimes ranging from tax evasion to the participation in causing injury and death are so commonplace they require little discussion.

Most of the individuals in these crimes were educated in business schools with business degrees probably the most common, the MBA. They had business ethics as a course. The fruit of that teaching is evident. There is no fruit. There is no positive result.

It can be claimed that business ethics has had some immeasurable effect that cannot be calculated. If that is a justification for having this course why don’t we teach a wide variety of other classes that might be effective. Is that how a business school is to be run: in the hope of a course being useful? Perhaps we should seek business success with Ouija boards, séances, and voodoo curses?

If we admit that current business ethical teaching is a failure. What can be done?

First, let’s have a look at our current textbooks. They contain many fascinating elements. First there are thought problems at regular intervals. A student is told in this thought problem that he is in position of having dire financial problems and at the same time he is confronted with an ethical problem involving a superior. If he does the morally correct thing, it could result in dismissal and the end of a career. If he does the wrong thing, he will keep his job and the risks are quite low that he will be caught. The student will of course give the proper response to the teacher. But he has already digested the principal lesson of the example. Don’t make waves. Don’t risk your career. When you get out into the real world you are going to have real financial pressure and if you lose your job, there will be consequences for the rest of your life.

How about that section on ethical systems, a vital part of the text? After all most of us attempt to work out our problems through with ethics code we already have and this is usually one common in our society. In most textbooks, there will be several pages perhaps even a large part of a chapter explaining the base elements of philosophy. This is so the eager business student has a good grasp on normative as opposed to descriptive ethics. You see that normative ethics is a system in which you try to figure out what is right or wrong. Descriptive ethics involves studying the current systems of belief or lack thereof. You see if we taught what was right or wrong we might offer students moral choices. But we give it a quick pass and offer students the choice of doing whatever is being done now, a convenient way of avoiding any moral choices at all. You see telling students what is right or wrong means forcing our ideas on them rather than allowing them the total freedom to act without any direction at all.

Then there comes the heart of the matter, a discussion of ethical systems that can range over as much as two to three pages. In one textbook which will remain nameless, Christianity is give two entire paragraphs, although there are reliable reports that a considerable number of Americans claim to live by its tenets. We then discuss utilitarianism and Kantian ethics. Occasionally to amuse myself at the beginning of the semester, I ask the class how many of them live by utilitarian ethics. After a long period of silence, I try out Kant and the categorical imperative. Would you believe that our students don’t seem to make any of their moral decisions based on this thought? They don’t even seem to know what these things are! But if you ask about that Christianity thing, the one with two paragraphs, many of them react. Then you will find several students who are trying to figure out what is right or wrong in their own minds developing their own philosophy. And last you will always find two or three students who believe that money is the only measure of morality in this world, a descriptive ethic.

Our intent here is to explore the world of business in view of the many ethical systems that deal directly with business moral issues and there are more than a few. We also intend to look at your own moral development over the course of your life span.

Most importantly we will learn to consider morality and ethics as an active endeavor. You don’t put judgment in the back of your head as to what is right or wrong, you think about it actively. You have to think about what is right before the issue comes up or many times you will simply not realize the moral implications of your actions. You have a world to win, fight for it.

James Alan Pilant

Screwing The Public With “Financial Restraint”

On By southwerkIn business ethics, Capitalism, Economic measurement, Government Failure1 Comment

Keith Chrostowski at the Kansas City Star provides a good summary of the arguments for fiscal restraint during this economic disaster while calling for extension of unemployment benefits. I find the arguments for such restraint to be ridiculous. Chrostowski only summarizes these arguments and I have no problem with his views but the arguments for fiscal restraint during this crisis border on the bizarre.

Where were all those people when the Bush tax cuts were put in place? Where were all these people when during a period of massive public approval and unity, George Bush asked for no tax to finance the war? Where were all these people when Congress approved an enormous expansion in Medicaid? Is it only when the crisis concerns the basic middle class American that we discover we are in a crisis?

Where were all these economists when the estate tax (fortunately only for a while) was repealed? Where were all these formerly employed politicians (Alan Simpson, are you reading this?) now shouting “fiscal restraint?”

It is hard to describe my anger at these “born again” budgeteers. My students suffer. The people I know suffer. This economy is damaging lives and destroying the hopes and dreams of tens of millions of Americans. And now, only now, do these cowardly wretches find the fortitude to challenge spending. It seems you can make wars, cut taxes and do every kind of strange appropriation until the American people are hurting and then and only then, must we become “tough minded” and fiscally concerned.

We exercise fiscal restraint according to Keynes when the economy is healthy. This one isn’t. We labor under intense levels of unemployment, a little under 10%. If we count those who have simply given up looking for work, the number climbs toward 16% which is roughly the same as in the great depression. I tell you with conviction that this recession is becoming and may already be a depression and our leaders are unable and unwilling to meet that challenge.

We are rapidly moving toward desperate times. Each day I drive to work and see businesses closing. Each day I see nothing to give me hope for my students and confidence in the economy. Each day I wait and hope and pray that the leadership of this country will do the simple and basic things necessary to employ the great and good American people. This people who have astonished the world with their achievements and can do so once again if only given the opportunity.

But I know this is not going to happen. This people do not appear to be worth a second glance. When fiscal pain must in the eyes of these unsought comedians, these fact distant fools, be felt, it is only when the great mass of Americans are enduring the pain and suffering of evil economic times brought on by the rapacious stupidity of the financial elite.

James Pilant

Educating My Students – To What End?

On By southwerkIn business ethics, Capitalism, Economic measurement, ethics, Government Failure, Teaching2 Comments

I have students. I am college professor. Generally speaking in these very tough economic times, they come to school not for an education but to get that piece of paper they have been grandly told over and over again will get them a job. Oh, yeah, I guess that is confusing, going to school but not for an education. Let me explain.

We have a thing in America called No Child Left Behind, which makes the mammoth and bizarre claim that we can measure progress based on tests. That’s right, bizarre. I might agree with you if had some numbers correlating success with grades (and you don’t). Oh, there are some university studies, which since they develop their very own concept of what we might call success, don’t amount to anything useful. (If you get to decide what determines success for your own programs, you have a tendency to win.)

No Child Left Behind means that for a school to be determined to be successful (worthy of money from the State and the Feds), it has to have good test scores generated by its students. So, in pursuit of this, students are drilled relentlessly in the subjects to be tested. The school that drills its students longer and harder than the others is supposed to be improving. Since the primary indicator of grades is social and economic class, the scores fall into utterly predictable categories. Obviously there are variations. An inspired group of teachers can pump up test scores with skill and effort. But inspired teachers are just like inspired politicians, inspired architects, inspired pediatricians, etc. There are only so many per profession.

Now, you will find that there are people who say we can train teacher to be inspired in large numbers. That enthusiasm and a willingness to go beyond requirements should be the standard. This is nonsense. There are only so many inspired, truly dedicated individuals on earth and that’s it.

The effect over time of teaching to large scale tests is devastating. Students are conditioned not to think but to remember. The advent of the internet solves many problems of remembering and great deal of remembering is useless trivia. America needs thinkers and it’s as if we wish to exterminate them that we do this crazy testing. We have perverted the idea of education from developing human beings to the production of standard products as if on an assembly line. My students aren’t products, they are people. Human achievement is not measured by tests. No test will ever be a substitute for the real life measurements of success these people will produce.

It fills me with rage to look at what has been done to my students. I want thinkers, doers and patriots. What I get are rote learners, good passive students and bumper sticker patriots whose knowledge of the greatness of this nation is limited to the most trivial.

You see, there is a funny thing about these people, these students; they’re magnificent. When I look over my classes I don’t see A and B and C students. I see these people waiting to be told of the enormous power, potential and talent they each carry within them.

My students are the heart and soul of America. They are leaders of the next generation. They work hard. I don’t see the government of the United States lavishing care on these most vital people for the future of this country. There is more an attitude of how much we can make them financially obligated for the rest of their lives and make sure that they don’t escape paying a dime of it.

We need to figure out our priorities. If you truly desire a second rate society of “information” workers, if you truly believe that this country is merely a corporate resource to be disdained if the money is too dear and that only the “right” people should have a say in what happens, this educational system is perfect for you.

This is the United States of American. We can do better.

James Alan Pilant

Enraged!

On By southwerkIn Government Failure, Privatization

I teach Business Ethics. What happened in the health care debate in the last few days is to ethics what a fire hydrant is to a dog. I am enraged. Does anybody at any time, talk ethics about this issue? And I am definitely absolutely not talking about joe lieberman’s, “I am standing for God and country based on how pettily I can act at the moment.” Revenge is not ethics.

How do I explain any of this to students? Health care reform makes them buy private insurance? Whose idea of reform is this? What do I tell them? Their government’s cure for rising health care costs is to make them buy insurance from private companies? How do I explain the importance of ethics, honor and duty, when it is not rewarded? What kindness, consideration and care have the insurance companies done to merit this? Have they been free of fraud and wrong doing?

Should I just re entitle the class Anti-Ethics: how to get ahead and don’t worry, God won’t get you later?

I can’t explain this to ME. There is no way anyone could have told me this debate would work out this way.

I believe in democracy, that people should have some kind of say in how the government functions. I believe that we are in a serious crisis in the field of health care and that it is severely damaging the country not to mention causing death and suffering for many people.

For decades, in poll after poll, the American people have said over and over again that this system is not working. In Congress over the last few days a consensus has been reached to strengthen the current system, essentially rewarding the same actors and fools who have created this crisis in the first place.

We as a free people will be forced to buy private insurance. Let me explain private to you. If the government does it, I can vote, I can complain and the government can make changes. Elected people like staying elected and even fairly small threats to their electability will motivate them. Private industry has a different motive, profits. I have no way of influencing their decisions. None. Zip. Zero.

You might say: Well James, you can buy another insurance policy, get something cheaper. Really? The insurance companies have an exemption from the anti-trust laws. They do not have to compete. With the government mandate that I have to buy insurance, I am being tied and fettered, thrown helpless into the profit making hands of an insurance company. I will be fined, possibly imprisoned if I do not. I can be relatively confident that the government and private industry will make sure I either pay or suffer.

I could go on for page after page, but what’s the point? I’m not a lobbyist. I don’t make campaign contributions in the thousands of dollars. I have e-mailed my representatives with no response at any time on these issues.

As far as I can tell in the minds of those people I had the misfortune to vote for, I don’t exist. My life has no relevance to the people in Washington.

So, tell me, what do I tell my students?

James Pilant