The presentation is the result of the Regional Ethical Culture Research project of the University of Cienfuegos, Cuba. In its content it explains the emergence of business ethics, its main theories, representatives and directions. In particular, the direction of business ethics in curricular academic insertion in universities stands out. It analyzes the pioneering universities in the world in the insertion of business ethics in university teaching for the training of future company managers. As well as the experiences and limitations of this learning as a social need in Europe and Latin America.
Ethical training as a social need from the universities themselves requires the design of a global educational proposal, which covers all aspects of academic and organizational life, and greater attention to what we do and promote, through our attitudes, theories and collective organizations.
Key words: Applied ethics, Business ethics and Ethical training.
Introduction
In the 60s and 70s of the 20th century, what came to be called “applied ethics” arose. The formation of applied ethics constitutes an unavoidable way of knowing and acting, precisely because they were not born at the request of a single instance but because of the demand of citizens, politicians, experts and ethics. Applied ethics are part of the study of reality, incorporating different disciplines into it.
The first applied ethics arise in the field of: bioethics, ethics and communication, economic and business ethics, development ethics, environmental ethics, science ethics, community ethics, ethics and politics, professional ethics and a whole range of ethical reflections about central phenomena in human life under the idea of responsibility.
This work aims to explain business ethics from its definition and characterization of its features, theories and representatives. As well as analyzing their directions, forms of insertion in universities and the limitations of teaching business ethics in Latin American and European universities.
Development
Business ethics spread throughout Europe, Latin America and the East, although some people were amazed at the idea of linking two terms such as "ethics" and "business", forgetting that over a period of 22 centuries, which ran from Aristotle to Adam Smith economics and economic studies were linked to morality, that is, to ethics.
Two paradigms are recognized in the relationship between ethics and economics: the one established by Aristotle and the one by Adam Smith. Today a contemporary proposal of the ethical-economic relationship is being built. (Proposal for a civic ethics of responsibility).
About this ethical relationship and business, the Nobel Prize in Economics (1998) Amartya Sen declares himself an advocate of an intimate contact between ethics and economics: ¨the riches of ethical considerations in the evaluation of the welfare economy have a direct influence in personal behavior¨ Believes that the economy can be more productive as a social science, explicitly taking into account ethical considerations that affect human behavior.
In the literature we can find at least three interconnected expressions: economic ethics, business ethics and business ethics. Economic ethics refers either to the whole general field of relations on economics and ethics, or specifically to reflection on economic systems.
The business ethics or business is defined as the conception of the enterprise as an economic organization as a social institution, ie as a type of organization that develops a particular activity and in which the lead role is essential and The process of decision making. Emphasizing with this definition that business ethics includes the application of the values shared by a society that makes up a civic ethic, to the peculiar scope of the company, which requires understanding it according to a community model.
Characteristics of business ethics
- It is an ethic of responsibility for the consequences of the decisions that are made. The members of the company are valid interlocutors. The consumers are valid interlocutors. The members of the company have to fulfill their obligations and share responsibility for the results, based on the Cooperation. The company must abide by a framework of justice that is not only legal, but above all moral. Change from the Taylorist business model to a postaylorist model. Promotion of a business culture that configures peculiar ways of life, increasingly "forced" to those who are eager for survival.
Theoretical concepts of business ethics
- Ethical relationship and business action
The link between ethics and business management is recognized by many philosophers, academics and economists: Antonio Argandoña (based on the dimensions and decisions of the company), Domenec Melé (impact they have on business relationships, ethical actions and results., ethical actions and the moral quality of people).
2. Theory of the Common Good and Stakeholders.
Defender of the theory of the common good, Ricardo Petrella (recognizes as dimensions of the content of the common good in: the right to live in a dignified way and live in a united system, in democracy and with justice. He also proposes to realize the common good from from recognition to the other, the practice of sharing and distributing as well as precaution and prevention.
Antonio Argandoña defines as a common good of the company:… ”the fulfillment of its purpose as a company the creation of those conditions that allow its members to achieve their individual purpose (…) because the company facilitates the achievement of people's ends indirectly through its own end. ”
Now, what is understood by Stakeholders ?, according to this author, who in turn assumes the concept provided by RE Freeman, Stakeholders are:… ”any group or individual that may affect or be affected by the achievement of the objectives of the company ”…
The theory of the common good introduces an important change in the traditional approach of the stakeholders, offers a sufficiently solid base, as well as means to develop in each specific case the rights and duties of those participants, based on the common good of the company, of the peculiar society that is created between company and stakeholders, and of the society as a whole.
- Theories on the Social Responsibility of companies.
Cortina points out the existence of three philosophical currents about responsibility. The Zubirian current (explains responsibility based on metaphysical ties between each human being and reality). The current of H. Jonas, (explains responsibility based on the relationship between human beings and nature), the current of the community movement in various variants, (the one that explains responsibility based on the radical belonging of each individual to the community in which he has become a person) and dialogical personalism, (explains responsibility based on the ties between human beings, who are responsible for each other).
Supporter of this current Adela Cortina talks about a principle of co-responsibility, which complements the individual principle of responsibility. ¨the key to the notion of responsibility lies, therefore, in the existence of links between human beings or with nature, or in the ability to create them, but knowing that it is lawful to comply with the covenants. Responsibility cannot be individually assumed, but rather considers it necessary to create adequate institutions to protect rights.
Defender of this theory we have José Luís Fernández, who does it from the perspective of Social Responsibility and Company Models (… “Being socially responsible does not only mean fully complying with legal obligations but also going beyond compliance, voluntarily advancing towards new demands, greater investment in human capital, better relationship with interlocutors, greater respect for the environment "…)
Another of the authors of this theory is Carlos Llano, he characterizes the company from an anthropological and philosophical conception and defines four types of responsibilities:
- The consequent responsibility (consequences of the action). Antecedent responsibility (that of the principles). Congruent responsibility (that of the previous projects and acts of my life).).
Olivé León is in favor of the responsibility of companies and managers, extends it to the knowledge of the scientific-technological system, in the responsibility of promoting the development of the knowledge achieved and applying specific technical systems. "The only thing that can morally justify the existence and the Technology development is its contribution to the well-being of human beings, without harming animals, the environment and social systems¨.. From this arises a responsibility for the educational institutions in charge of training entrepreneurs, scientists and technologists, the need to strengthen their humanistic training.
4. Theory on the Moral Character of Work.
María de Los Angeles Gutiérrez Lapi defends this theory, according to which, the work ethic in the company is found in:… “teamwork, accepts and seeks the sensitivity of others, requires the ability to know how to listen and be willing to cooperate as a team, and this has the advantage that the united group has greater resistance to the problems of the company "… with which the company is responsible for the dignity of work, that there are ethical relationships between members who in it lie, and in principle of an ethical economy.
- Dialogic Business Ethics Theory
Manuel Quintana Pérez assumes Domingo García-Marzá's conception of dialogical business ethics ¨as a multidisciplinary work of experts in ethical, economic and business mechanisms and procedures¨. These teachers consider that the final objective of dialogical business ethics is to facilitate dialogue and agreement, both in the search for consensual solutions to conflicts and in facilitating responsible ecological social management.
- Theory of the ethical company, governed by transparency
This theory is defended by Carles Ráfols, it is based on the fact that in the information society only an ethical company, that is to say governed by the principle of transparency, will achieve a solid implantation in a market that will become increasingly global. … ”The ethical company is the company of the future for reasons of human dignity, business logic in globalization and the extension of knowledge”…
- Theory on the Management of Ethical Companies.
Irene Samper Ratés, author who affirms that the ethical management inherent in the management by values, institutionalized through means such as: declaration of corporate values, codes of business conduct, social balance, mention of compliance with ethical codes in annual reports, committees of ethics, training programs in business ethics, figures such as the "Customer Ombudsman", "Investor Ombudsman", etc. guaranteeing the rights and obligations of the subjects.
| Theories | Essential content | Representative |
| 1.Ethical relationship and business action | Role of ethics in all business dimensions. | . Antonio Argandoña
.Domenec Melé |
| 2.Theory of the common good and Stakeholders | It develops the rights and duties of the participants according to the common good of the company. | . Ricardo Petrella
.Antonio Argandoña |
| 3. Theory of corporate social responsibility | Responsibility from the relationship of the human being with nature, knowledge and technological scientific development. | . Adela Cortina
. José Luis Fernández . Carlos Llano . Olivé León |
| 4. Theory on the moral character of work | Ethics of work, relationships and economic management. | . Maria de Los Angeles Gutiérrez |
| 5. Diaological business ethics | Multidisciplinary work of experts, ethical, economic and business procedures. | .Sunday García-Marzá
. Manuel Quintana Pérez |
| 6. Ethical companies (transparency) | Companies governed in their operation by transparency | . Carlos Ráfols |
| 7. Ethical business management | Ethical management is inherent to management by values. | . Irene Samper |
Directions in which business ethics has been developed.
- The creation of Non-Governmental Organizations around the world around the importance of the ethical conduct of citizens, businessmen, managers and organizations.
Institutions and organizations are created, an expression of human concerns in this regard. The group of advisers for ethics in biotechnology (Brussels, 1991) GCEB; the international committee on bioethics (UNESCO, 1992) CIB; the Spanish Association for the Ethics of the Economy and Organizations (Madrid, 1987) EBEN; the foundation for the ethics of business and organizations (Valencia, 1994) ETNOR; the Instituto de Tecnoética, center for studies on technology and humanism (Barcelona, 1998); as well as the Ibero-American network of Ethics in business and organizations (Colombia, 1999) to which Colombia, Mexico, Venezuela and Ecuador are incorporated.
Publications (newspapers, magazines and books dedicated to the ethical treatment of the great imperatives of human existence).
Periodicals and magazines from different nations reflect the ethical questions of economic, political, social and environmental problems, as well as notorious corruption cases. An example of this is the monthly Journal of Mailboxes Ethics.
Adela Cortina, writes a key book for understanding and studying business ethics: "Company Ethics"; proposes to apply a civic ethic that means autonomy, solidarity, active tolerance to the business environment, understood as a community model; and demonstrate the keys to the new business culture. Other authors such as: Emilio Martínez, Domingo García, Marzá, Luis R Bombino, J. Gafo, J. de Lorenzo, N. Martín Sosa, Jesús Conill, A. Hortal, F. Lenoir, Joaquín Guzmán, Juan Ignacio Palacio Medina, Santos Ruesga, Antonio Rallo, Paulo Paiva, J. Stiglitz, Antonio Argandoña, Emilio Fontela, Miguel A. Davara, Amartya Sen, Christian Arnsperger, Philippe Parijs, John Rawls, Domenec. Melé, Freeman RE, José Luis Fernández, María Ángeles Gutiérrez Lapi, Carlos Ráfols and Irene Samper,These authors, among others, enrich the titles dedicated to business ethics, business ethics and social responsibility in the business world.
The curricular academic insertion of business ethics in universities.
Bernardo Kliksberg, director of the Inter-American Initiative for Social Capital, Ethics and Development and chairs the honorary chair of Social Management for Human Development, considers that the teaching of ethics should be treated as follows:… ”It is not about dictate one more subject called ethics to calm conscience. The teaching of ethics must be mainstreamed. In each subject area ethical dilemmas and implications must be examined. ”…
The ethical business culture made up of ethical knowledge, ethical skills and ethical values or modes of action, as an object of study in university careers, is taking an increasing force in the faculties of the most prestigious universities worldwide. The reasons for this rapid growth can be summed up in two factors; First, ethics is present in all aspects of human life as it is a way of ensuring trust between people and contributing to social harmony, and second, business ethics can help companies meet their commitments to society and contribute to their becoming a model of values for the community in general.
Professor Carlos Llano Cifuentes, in his book "The new businessman in Mexico", (1994) reviews different proposals for the teaching of ethical culture:.. "The Matsushita proposal in Japan, the Treviño in Mexico, the Bemowski in the USA, the Brolkstra in Holland ”…. His proposal encompasses five characteristics of the teaching of ethical culture: cultural versatility, greater depth in the ethical dimension of teaching, interdisciplinarity, increased application of cybernetic advances, language multivalence.
Pioneering universities in teaching business ethics culture we could point out: the Illinois Institute of Technology, Harvard University, Columbia University, Marlynd University, University of Pennsylvania, University of Barcelona, Comillas Pontifical University in Madrid and the University of Valencia, they are leading the way in this endeavor, and finally, in Latin America, the Alberto Hurtado University in Chile, the Rosario University in Colombia, the Pan-American Institute of Senior Management of Companies in Mexico, and the University from Córdoba in Argentina, are examples of the inclusion of ethical issues in different careers. In Cuba, the University of Havana began teaching business ethics, followed by the University of Pinar del Río and the University of Cienfuegos.
The teaching of ethics in the different universities of the world has had its limitations throughout these years. In the European case, there is an author, Ildefonso Camacho, who has defined these limitations in four fundamental aspects.
- Attend more to the figure of the executive than the reality of the company (part of the conception of the company as an organization and manager as a subject capable of leading this process). Lack of criticism of the global economic system. Lack of analysis of the environment and interest for relations with it, including the social, cultural and political context. Little attention is paid to relations with the public administration.
For Ildefonso, despite the incorporation of these topics on business ethics in the different university careers, there are still problems of conceptions regarding the role of the company with and for society and its members, including the role of the simple worker and not the manager in this assignment.
In Latin America there are also scholars on the subject who have wondered if the way of teaching ethics in the different educational institutions is correct, such is the case of Francois Vallaeys, who states that:… ”it is about retraining respect for“ the beings ”in a non-animistic or religious era. It is about abandoning a technical vision of the world as something "at the disposal" of the power of technology and human will, something neutral "manipulable" at will "…
The University, in its role of training future professionals in society, must be able to reveal and resolve this challenge, although it must be borne in mind that they are not yet prepared to face this situation, since there are very powerful reactive forces within them. that represent a certain brake on change.
According to Vallaeys, within these reactive forces we find:
- The fragmentation of knowledge, based on a university organization by degrees and specialties, which greatly hinders the practice of inter and transdisciplinarity, which requires the approach of social capital, ethics and development. The mercantilist pressure of today's society that only sells to young people the personal success of a competitor against others as a model of life. The collaboration of most universities with this mercantile model ends up directing academic and research efforts towards placing the majority of their students in the best positions in work, being the market that sets the prestige of the university.
lldefonso Camacho defends the option of teaching ethics in three different ways:
- Business ethics as a compulsory subject.
Which has some advantages, such as the recognition of ethics as a scientific discipline.
- Ethics as an optional subject.
This allows those who enroll in it to do so because of a positive interest in addressing this type of reflection. In this case, the motivation of the student, who freely comes to pass the course, allows them to work effectively and gratifyingly.
- Ethical consideration of problems is incorporated into all subjects, as a way of integrating ethics into reality.
In the case of Francois, in Latin America, he embraces the idea that it is not simply adding a small course on ethics and development in the university curriculum that will solve the problem, but rather the possibility of conceiving a new paradigm of knowledge that can serve as an axis to think about a more ethical economic and social development. … ”Courses that consciously or not say the opposite of what morality teaches us, from approaches of technical, pragmatic, instrumental and strategic nationality. This tactic of the ethics course as a “patch” or as a remedy to give the dean of the Faculty of Economics or Administration a good conscience, in no way solves the problem. (…) The theoretical and practical challenge is then to demonstrate to the students that the ethical is effective,and that immoral strategies always end up being very inefficient and harmful. ”
Ethical training at the university calls for the design of a global educational proposal, covering all aspects of academic and organizational life, and greater attention to what we do and promote without realizing it, through our attitudes, theories and organizations Collective. … ”Only the harmony between the information and theories transmitted in class, the way of transmitting them and the general organization of the institution where they are transmitted, will ensure a global coherence of teaching for a comprehensive moral formation of the student”.
From the pedagogical point of view, this author defends that:… ”the problem cannot be simplified by practicing a disjunctive logic (theoretical courses, technical courses, ethics courses) but to consider that any educational act already has an evaluative dimension in itself, that is, a certain intention to promote (implicitly or explicitly) what should and what should not, what has to be valued, what and what attitude are legitimate and which are not, etc. More useful is to examine what values are spontaneously promoted by the type of daily life, organization and teaching that a university practices ”…
Highlighting in ethical education the role of the link between theory and praxis, the professional ethical model and the transparent and democratic organization of the institution. An ethical content is implicit in the conception of ethical training at all times and in any type of class or subject that is taught.
Education, ethics and social responsibility
Despite the existence of insufficiencies in the teaching of ethical culture in the different universities, this teaching is necessary and beneficial.
| Limitations of teaching business ethics culture | |
| European Universities | Latin American Universities |
| 1. Attend more to the figure of the executive than to the reality of the company (part of the conception of the company as an organization and the manager as a subject capable of leading this process).
2. Lack of criticism of the global economic system. 3. Lack of analysis of the environment and interest in relations with it, including the social, cultural and political context. 4. Little attention to relations with the public administration. |
1. The fragmentation of knowledge, based on a university organization for careers and specialties, which greatly hinders the practice of inter and transdisciplinarity, which requires the approach of social capital, ethics and development.
2. The mercantile pressure of today's society that only sells to young people the personal success of a competitor against others, as a model of life. 3. The collaboration of most universities with this mercantile model that end up directing academic and research efforts towards placing the majority of its students in the best jobs, with the market setting the prestige of the university. |
Conclusions
- Business ethics is a form of applied ethics, which consists of the discovery and application of shared values and norms to the business environment as a community model. Business ethics is characterized by: an ethic of responsibility for the consequences of decisions that are made, where the members of the company are valid interlocutors, consumers are valid interlocutors, the members of the company have to fulfill their obligations and be co-responsible for the results, based on cooperation, the company has to abide by a Not only legal, but above all moral, framework of justice, there have been changes from the Taylorist business model to a post-Taylorist model and the promotion of a business culture that shapes peculiar ways of life,more and more "obliged" for those with a desire to survive. The theories on which business ethics are based are: ethical relationship and business action, theory of the common good and the Stakeholders, theory of the moral character of work, theory of social responsibility of the company, diaological business ethics, ethical companies (transparency) and management of ethical companies.The directions in which business ethics has been developed are: the creation of NGOs, the curricular academic insertion of business ethics in universities and publications (newspapers, magazines and books dedicated to the ethical treatment of the great imperatives of human existence). The ethical business culture has been inserted in different universities facing obstacles and resistance.Ethical training at the university requires the design of a global educational proposal, which covers all aspects of academic and organizational life, and greater attention to what we do and promote, through our attitudes, theories and collective organizations. Ethical education as a social need from the universities themselves play an important role in the link between theory and praxis, the professional ethical model and the transparent and democratic organization of the institution. An ethical content is implicit in the conception of ethical training at all times and in any type of class or subject that is taught.Collective theories and organizations. In ethics education as a social necessity, the link between theory and praxis, the professional ethical model and the transparent and democratic organization of the institution play an important role. An ethical content is implicit in the conception of ethical training at all times and in any type of class or subject that is taught.Collective theories and organizations. In ethics education as a social necessity, the link between theory and praxis, the professional ethical model and the transparent and democratic organization of the institution play an important role. An ethical content is implicit in the conception of ethical training at all times and in any type of class or subject that is taught.
Bibliography
- Argandoña, Antonio. Stakeholder Theory and the Common Good / Antonio Argandeña.– Barcelona: IESE. Universidad de Navarra, 1998.– 14pBowie, Norman E. Business Ethics. To Kantian Perspective / Norman Bowie.– Oxford: Blackwell, 1999. – 741p.Camacho, Ildefonso. Business ethics: "Reflections from and for teaching". Roles of Ethics, Economy and management / Ildefonso Camacho. - - Spain: IESE, 1999. 13pCortina, Adela. The three ages of business ethics. Cortina, Adela. The public dimension of applied ethics. Iberoamerican Journal of Education(Spain); (29): 10, May - August 2002. Cortina Adela. Company ethics / Adela Cortina. –Spain: Editorial Trotta, 1994.- -150pGorosquieta, Javier. Company ethics. Theory and Practical Cases / Javier Gorosquieta.– Spain: Ediciones Mensajero, SA, 1999.- -438pGutiérrez Lapi, María Ángeles. Moral harassment: drowned at work / María Ángeles Gutiérrez Lapi.- -Barcelona:, 2002. -56pKliksberg, Bernardo. Courses in ethics and social responsibility in universities are essential. Llano Cifuentes, Carlos. The new businessman in Mexico / Carlos Llano Cifuentes.– Mexico: Nacional Financiera. Economic Culture Fund, 1994. -280pMelé, Doménec. Ethics in Business Management / Doménec Mele.- -Navarra: Ediciones IESE, 1997.- -139pMelé, Doménec. Report on business ethics.Prologue Published in Spanish with the title "Business culture and ethics".Bulletin of the Círculo de Empresarios (Spain) (50): 140, 2nd quarter of 1990 Mele, Domenec. Three versions of business ethics / Domenec Melé.Barcelona: IESE, 1999. – 12p.Ráfols, Carlos. "Ethics in companies or ethical companies?" Advancing in a contradictory implantation / Carlos Ráfols.-Barcelona:, 2002.-63pSamper, Irene. Ethics in the company: it depends on me / Irene Samper. - -Barcelona:, 2002. - -66pSeeger, Maia. Business ethics: good business.Vallaeys, Francois. Teaching ethics and development at the University in the planetary era.Vallaeys, Francois. Guidelines for the teaching of Ethics, Social Capital and Development in Latin American Universities.
Sen, Amartya. On ethics and economics. Madrid. Alliance Editorial. 2001 p. 94
Cortina, Adela. Company ethics. Trotta Publishing House. Madrid. 1998. p. 53
Argandoña, Antonio. Ethics of entrepreneurs and managers. In ethical economy and social welfare - Madrid: Ediciones Pirámide; 2003. - 161-173 - p. 164.
Melé, Domenec. Report on business ethics. Prologue Published in Spanish with the title "Business culture and ethics". Bulletin of the Círculo de Empresarios (Spain) (50): 134, 2nd quarter of 1990
Petrella. Antonio. The Common Good In ethical economy and social welfare - Madrid: Ediciones Pirámide; 2003. - 151-159 - p. 157.
Argandoña, Antonio. Stakeholder Theory and the Common Good.- - Barcelona: IESE. University of Navarra, 1998.- -p.6
Freeman, RE, (Strategiac Management): A Stakeholder Approach, “Pitman Press, Boston 1984. In: Argandoña, Antonio. Stakeholder Theory and the Common Good. - Barcelona: IESE. University of Navarra, 1998.- -p.7
See X Zubiri. About man. Madrid, Alliance, 1986
See The principle of responsibility, Barcelona. Readers' Circle / Herder, 195.
See. Etzioni A. The new golden rule, Barcelona, Paidós, 1999.
See Habermas, J. Facticity and validity. Madrid, Trotta, 1998. p. 175
Cortina, Adela. Public ethics (from rights to responsibilities). In ethical economy and social welfare - Madrid: Ediciones Pirámide; 2003. - 95-107– p. 107.
Ibidem, p.3
Ibid, p. 273
Leon, Olivé. Ethics applied to natural sciences and technology. In ethical questions in science and technology in the XXI century. Madrid. New Library. 2003. p.203
Gutiérrez Lapi, María Ángeles. Moral harassment: drowned at work. - -Barcelona:, 2002.– p 55.
Quintana, Manuel. Business ethics. In ethical knowledge from yesterday to today. In two volumes. Volume II. Havana, Editorial Félix Varela 2004. 38-48 p. 40
Ráfols, Carlos. "Ethics in companies or ethical companies?" Advancing in a contradictory implementation.– Barcelona:, 2002.– p.59
Samper, Irene. Ethics in the company: it depends on me.. - -Barcelona:, 2002.- - p 63.
Kliksberg, Bernardo. The courses of ethics and social responsibility in the universities are indispensable.
Llano Cifuentes Carlos. The new businessman in Mexico. –Mexico: Nacional Financiera. Economic Culture Fund. 1994. - -p. 267
Ibid, p.270
See. Quintana, Manuel. Business ethics. In ethical knowledge from yesterday to today. In two volumes. Volume II. Havana City, Felix Varela, 2004.
Camacho, Ildefonso. Business ethics: "Reflections from and for teaching". Ethics, Economy and Management Papers.- - Spain: IESE; 1999.- - p. two
Vallaeys, Francois. Teaching ethics and development at the University in the planetary era.
Ibid
Camacho, Ildefonso. Business ethics: "Reflections from and for teaching". Roles of Ethics, Economics and management. - - Spain: IESE; 1999.- - p. two
Vallaeys, Francois. Guidelines for the teaching of Ethics, Social Capital and Development in Latin American Universities.
Vallaeys, Francois. Guidelines for the teaching of Ethics, Social Capital and Development in Latin American Universities.
Ibid
Camacho, Ildefonso. Business ethics: "Reflections from and for teaching". Ethics, Economy and Management Papers.- - Spain: IESE; 1999.- - p. two
Vallaeys, Francois. Teaching ethics and development at the University in the planetary era.
Download the original file
