The difficulty with ethics education in public administration
This article suggests that ethics education has not become a regular part of the public administration curriculum for two reasons: (1) the issue has been misperceived as a pedagogical problem, and, more importantly, (2) the field has developed three competing paradigms for moral conduct-do what is r...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Lee, Dalton S. [verfasserIn] |
|---|
| Format: |
E-Artikel |
|---|---|
| Sprache: |
Englisch |
| Erschienen: |
2011 |
|---|
| Übergeordnetes Werk: |
Enthalten in: International journal of public administration - Philadelphia, Pa. : Taylor & Francis, 1979, 13(1990), 1-2, Seite 181-205 |
|---|---|
| Übergeordnetes Werk: |
number:1-2 ; volume:13 ; year:1990 ; pages:181-205 |
| Links: |
|---|
| DOI / URN: |
10.1080/01900699008524670 |
|---|
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NLEJ252614380 |
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10.1080/01900699008524670 doi (DE-627)NLEJ252614380 (TFO)779950993 DE-627 ger DE-627 rda eng Lee, Dalton S. verfasserin aut The difficulty with ethics education in public administration 2011 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This article suggests that ethics education has not become a regular part of the public administration curriculum for two reasons: (1) the issue has been misperceived as a pedagogical problem, and, more importantly, (2) the field has developed three competing paradigms for moral conduct-do what is right, do good, and do no harm. The origins of each paradigm and the implications for the teaching of ethics in public administration are discussed. Enthalten in International journal of public administration Philadelphia, Pa. : Taylor & Francis, 1979 13(1990), 1-2, Seite 181-205 Online-Ressource (DE-627)NLEJ252613147 (DE-600)2067722-4 (DE-576)273896881 1532-4265 nnns number:1-2 volume:13 year:1990 pages:181-205 https://www.tib.eu/de/suchen/id/tandf%3A878e0da18f3d4b52573cbfae1fb731a15e4a302b Digitalisierung Deutschlandweit zugänglich ZDB-1-TFO GBV_NL_ARTICLE AR 1-2 13 1990 181-205 |
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This article suggests that ethics education has not become a regular part of the public administration curriculum for two reasons: (1) the issue has been misperceived as a pedagogical problem, and, more importantly, (2) the field has developed three competing paradigms for moral conduct-do what is right, do good, and do no harm. The origins of each paradigm and the implications for the teaching of ethics in public administration are discussed. |
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This article suggests that ethics education has not become a regular part of the public administration curriculum for two reasons: (1) the issue has been misperceived as a pedagogical problem, and, more importantly, (2) the field has developed three competing paradigms for moral conduct-do what is right, do good, and do no harm. The origins of each paradigm and the implications for the teaching of ethics in public administration are discussed. |
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This article suggests that ethics education has not become a regular part of the public administration curriculum for two reasons: (1) the issue has been misperceived as a pedagogical problem, and, more importantly, (2) the field has developed three competing paradigms for moral conduct-do what is right, do good, and do no harm. The origins of each paradigm and the implications for the teaching of ethics in public administration are discussed. |
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