How effective is Theory Based Learning of Ethics in India?

Kausik Gangopadhyay, Jacob Remya Tressa () and Jayanth Reddy Sai Shiva ()
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Jacob Remya Tressa: Indian Institute of Management Kozhikode
Jayanth Reddy Sai Shiva: Indian Institute of Management Kozhikode

No 342, Working papers from Indian Institute of Management Kozhikode

Abstract: The absence of ethics or the inculcation of ethics among the people is a matter of serious concern. We investigated into the role of religion-teaching school in incorporating ethics through an experiment. We found that the attitude to cheating in the examination is no different for students in a religion-teaching school compared to a regular school. We analysed this situation with respective to different perspective and concluded it to be the indicative of the failure of inculcation of ethics through teaching on religion. Our result is bolstered from the fact that an estimated 30% of the students were actually found to be cheating in the examination using the method of ransomised response. The presence of a significant proportion of cheaters demonstrates that the students’ answers could be considered realistic rather than hypothetical. The implication of our result is much greater than this observation. Balagangadhara (1994) divided the human cultures into two classes of “Religious (Theory-driven) and “non-Religious (Empirics-driven)”. The ethics must be taught in two different ways for these two cultures. Although a theoretical way of teaching ethics may help for a Theory-driven culture, it would not help for an Empirics-driven culture. India is noted as a non-Religious culture by Balagangadhara and this illustrates the validity of his theory to explain the failure of a theory-driven ethics education in India.

Keywords: Culture; Management; Ethics; Social Norm; Religion; Education. (search for similar items in EconPapers)
Pages: 11 pages
Date: 2019-06
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Journal Article: How Effective is Theory-Based Learning of Ethics in India? (2020)
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