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The critique often targets the quantitative and analytical orientation of business curricula and the resulting lack of humanities-based courses. 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ethical conduct of business managers.The quantitative and analyti-cal orientation in business school curricula and the consequent lack of humani-ties-based courses have been identified as reasons.The fundamental reason,however,lies in the philosophy of business research and education whichshapes the curricula,teaching methods,and ultimately the graduates'ability tohandle various managerial functions.  \nThe most commonly recognized philosophical basis of business research isempiricism.The argument presented here is that pragmatism,which shares ele-ments with empiricism,has also significantly shaped business education.Thispaper is an attempt to show why empiricism,together with pragmatism,are theroot causes of the above deficiencies.Supplementing business school curriculawith humanities courses,a strategy ofien recommended to correct for the defi-ciencies,is not sufficient.As an alternative solution,an objective philosophicalapproach is evaluated,along with its practical implications for business educa-tion.  \n## Résumé\n\nLa formation en administration est souvent blamee pour les lacunes rencon-trées chez les gentionnaires en regard des habiletés de chef de file et de prise dedécision,et par-rapport à léthique professionelle.On attribue généralementces lacunes à I'orientation strictement quantitative et analytique des pro-grammes détudes et à Iabsence de contenus provenant des disciplines des let-tres et des sciences humaines.Cette communication,cependant,suggere queces lacunes s'expliquent avant tout par la philosophie sous-jacente à larecherche en administration et en éducation sur laquelle reposent les pro-grammes detudes,les méthodes denseignement,et utimement,les habiletés des  \n*University of Calgary.The author would like to give special thanks to her husband,Glenn Woiceshyn for his encouragement and comments.Also,the author benefittedfrom the feedback of the three anonymous reviewers.Finally,the author would liketo thank Gary Hull for his very helpful comments.  \ndiplômés àremplir diverses fonctions de gestion.  \nL'empirisme est la base philosophique la plus généralement reconnue desrecherches en administration.L'argument présenté ici est que le pragmatisme,qui partage avec I'empirisme plusieurs éléments,exerce lui aussi une influenceimportante sur le développement de I'enseignement en administration.Laprésente communication a pour but de montrer comment I'empirisme et le prag-matisme sont les causes fondamentales des lacunes déjà citées.Pou lescombler,il ne sufirait pas d'étoffer les programmes d'études en administrationde cours en lettres et en sciences humaines,solution trop souvent recom-mandée.Comme solution alternative,une approche philosophique est évaluéeainsi que ses implications pratiques pour Ienseignement en administration.  \nTraining of future managers in business schools has been criticized as too quan-titative and too technical,and as ignoring qualitative,i.e.,\"human\"and ethical,issues(e.g.,Peters&Waterman,1982;Behrman &Levin,1984).Businessgraduates know how to calculate net present values but cannot lead and moti-vate their subordinates or distinguish morally wrong decisions from right ones.The graduates also have been said to prefer \"analytical detachment and method-ological elegance over insight,based on experience,to the subtleties and com-plexities of strategic decisions\"(Hayes and Abernathy,1980,p.70).Such pref-erences have led to a short-term orientation in decision-making and,conse-quently,to shortcomings in ethical conduct.  \nA solution to the deficiencies in business education may be achieved byexamining their philosophical basis.In other words,understanding what philo-sophical orientations underlie business research and teaching is critical tochanging their consequences (cf.Mulligan,1987).A full discussion is beyondthe scope of ","cbCaiayeE9hu6Bge","https://ap.wps.com/l/cbCaiayeE9hu6Bge","pdf",598177,"English","# Abstract\n## Résumé\n# The Philosophical Foundations of Business Education","[{\"question\":\"What deficiencies are attributed to business education in the text?\",\"answer\":\"Business education is criticized for failing to develop leadership, decision-making ability, and ethical conduct in managers.\"},{\"question\":\"What does the paper argue is the fundamental cause of these deficiencies?\",\"answer\":\"The fundamental cause is the philosophy of business research and education that shapes curricula, teaching methods, and graduates’ ability to perform managerial functions.\"},{\"question\":\"Which philosophical orientations are identified as especially influential for business education?\",\"answer\":\"The text highlights empiricism and pragmatism as key philosophical bases, contrasting them briefly with rationalism as a humanities-oriented philosophy.\"}]","A Philosophical Approach to Business Education - Abstract | PDF",1792084507,48]