If MacIntyre ran a business school… how practical wisdom can be developed in management education

Abstract

This paper shows how a MacIntyre-inspired business school could contribute to developing practical wisdom in students through its curriculum, methods, faculty, student selection criteria, and governance.There are several motivations. First is the intrinsic value of a professional education institution that instills ethics, and practical wisdom plays a huge role (

Tren penelitian kemampuan pemecahan masalah pada pendidikan matematika: Analisis bibliometrik

“…Sekolah merupakan salah satu fokus utama pemerintahan, mengingat peran krusialnya dalam membentuk fondasi pendidikan dan pengembangan sumber daya manusia (Pambudi & Harjanto, 2020;Piwowar-Sulej, 2021;Sima et al, 2020). Keberadaan sekolah bukan hanya sekadar tempat untuk menyampaikan pengetahuan, tetapi juga sebagai wahana pembentukan karakter, keterampilan, dan nilai-nilai moral pada generasi muda (Casmana et al, 2023;Sison & Redín, 2023;Tuhuteru, 2023). Pemerintah seringkali menempatkan pendidikan sebagai prioritas karena menyadari bahwa melalui sekolah, mereka dapat membuka pintu akses menuju kemajuan dan peningkatan kualitas hidup.…”

Innovation as a practice: Why automation will not kill innovation

“…Indeed, it can be seen that MacIntyrean practices resemble instances of Aristotelian practical wisdom (cf. MacIntyre, 1998;Sison and Redín, 2022). It is not difficult to see how these features of practical wisdom are connected with the teleological, procedural, and motivational components of creativity and how they are necessary for the practice of innovation.…”

Development and status of moral education research: Visual analysis based on knowledge graph

“…Different from disciplinary education, the value of moral education in practice has been controversial (Peters, 2015 ). Some scholars have questioned the necessity for schools to provide moral education (Stanley, 2003 , 2004 ; Motos, 2010 ); however, more scholars have agreed that schools should supply systematic moral education and have provided corresponding bases for doing so (Hoekema, 2010 ; Wong, 2020 ; Sison and Redín, 2022 ). These scholars have considered that schools have the responsibility and obligation to help students contribute to society in ways that are not limited to the value of social production but that also consider the prosocial value of promoting social goodness from the moral perspective (Hoekema, 2010 ).…”

“…These scholars have considered that schools have the responsibility and obligation to help students contribute to society in ways that are not limited to the value of social production but that also consider the prosocial value of promoting social goodness from the moral perspective (Hoekema, 2010 ). Meanwhile Sison and Redín ( 2022 ), based on MacIntyre's moral education principle, emphasized the importance of moral education in educational institutions, as an “intrinsic value of an educational institution that instills virtues … [schools should] provide ethical training on par with scientific-objective and technical training” (Sison and Redín, 2022 ; p. 13). Undoubtedly, these disputes have deepened the value and connotation of moral education and have established a close connection between moral education and other disciplines (e.g., business education), which efforts have increased the value placed upon moral education by scholars (Lee, 2022 ).…”