Browsing by Author "Woermann, Minka"

Now showing 1 - 6 of 6
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    A complex ethics : critical complexity, deconstruction, and implications for business ethics
    (Stellenbosch : University of Stellenbosch, 2010-12) Woermann, Minka; Cilliers, Paul; Vrba, Minka; University of Stellenbosch. Faculty of Arts and Social Sciences. Dept. of Philosophy.
    ENGLISH ABSTRACT: This study commences with a critical, philosophical exploration of the ethical theories that constitute the normative basis of the dominant business ethics paradigm. It is argued that the universal and communitarian notions of the good upon which this paradigm is based, are inadequate in helping us deal with the complexities that define the modern day business environment. It is suggested that a sophisticated and affirmative account of postmodernism is a better suited alternative, as this paradigm is geared towards assisting us in finding workable solutions to our problems in the absence of universal truths or homogenous operating environments. Although postmodernism serves as a useful starting point for challenging the normative basis of business ethics, this study moves beyond this broad paradigm in providing an analysis of both complexity theory (specifically critical complexity theory), and Jacques Derrida’s deconstructive philosophy. The paradigm of critical complexity presents us with a useful framework for understanding, and thinking through the implications that complex phenomena hold for us, for our practices, and for our understanding of our responsibilities. Deconstruction (which serves as a philosophical example of a complex position) contributes to, and supplements this paradigm. Specifically, deconstruction draws attention to the processual nature of ethical decision-making and action, as well as to the ethical and political implications that arise from our limited knowledge of complex phenomena. Once critical complexity theory and deconstruction are adequately defined, a close reading of a critical text on the relevance of Derrida for understanding business ethics is presented. In undertaking the close reading, a number of criticisms against deconstruction are addressed, and an argument is made for why a more complex understanding of ethics is preferable to universal or communitarian notions of the good – and, therefore, preferable as a normative basis for business ethics. After making the case for a complex ethics, a general circumscription of a complex ethics is provided. This circumscription is premised on an understanding of ethics as a critical, provisional, transgressive, and imaginative enterprise. The specific implications that such a notion of ethics hold for teaching business ethics, and for understanding prominent business ethics themes (such as corporate social responsibility, responsible leadership, and sustainable development) are also elaborated upon. In conclusion, it is argued that taking cognisance of the insights and implications that arise from this study will help to support the future viability of business ethics. This is because a complex understanding of ethics can promote the development of robust and flexible strategies, which are needed for dealing with the realities of the modern business environment.
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    From inequality to equality : evaluating normative justifications for affirmative action as racial redress
    (SUNMeDIA, 2014-11) Hall, Susan; Woermann, Minka
    We investigate whether, and to what extent, Nozick’s entitlement theory and Rawls’s theory of justice as fairness can normatively ground affirmative action policies. Our findings are that, whereas the Nozickean project offers no guidance for large-scale redress, the Rawlsian position supports affirmative action as redress, but only in its softer forms. Therefore, if one accepts the assumptions of equal liberty and fairness upon which Rawls’s theory is based, one is left with two alternatives: either to reject Rawls’s theory because it fails to support quota systems, or to accept Rawls’s theory and reject quota systems as a legitimate form of redress. We argue for the latter option.
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    Interpreting Foucault : an evaluation of a Foucauldian critique of education
    (Education Association of South Africa, 2012-02) Woermann, Minka
    The potential strengths and weaknesses of a Foucauldian critique of education are discussed and evaluated. The article focuses specifically on the value of Foucault's work for critiquing social and political ideologies prevalent in education, which is understood as a societal institution, and hence, as a modern regime of institutional power. In terms of strengths, the ability to raise issues of knowledge, power and contestation that are traditionally ignored in educational theory is addressed. In terms of weaknesses, Foucault's problematic use and understanding of power and his apparent rejection of objective truth are investigated. The critique develops at the hand of influential, but competing, interpretations of Foucault's contribution to the field of education in particular, and philosophy in general. It is argued that these influential readings of Foucault gain traction within specific discourses (such as education), and should thus be subjected to critical scrutiny.
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    Postcolonial thinking and modes of being-with others
    (EUT Edizioni Università di Trieste, 2022) Woermann, Minka
    This paper seeks to interrogate the mode of relationality – or Being-with Others – that supports a responsible postcolonial thinking. The paper draws from both the Western and African philosophical traditions. Three modes of Being-with Others are identified at the hand of Martin Heidegger’s and Jean-Luc Nancy’s work, namely the exterior mode, in which we simply exist alongside one another; the interior mode, wherein our identities are assimilated by a historicallyconstituted community; and, the non-essentialised mode, wherein our identities are open to Others. The paper critically explores African Humanism and African Communitarian in order to demonstrate how – in practice – these views often lend support to the exterior mode and the interior mode respectively. As an alternative to these views, a reading of African philosophy that foregrounds the Political as first philosophy is given. It is demonstrated how this reading not only demands a non-essentialised mode of Being-with Others (which will be motivated as the preferred relational mode), but also leads to a view of postcoloniality that is premised on the inherent openness of being and community.
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    Review of the second annual Ethics SA conference : an investigation of the state of ethics in South Africa
    (SUNMeDIA, 2012) Woermann, Minka
    This review article documents the insights presented by the panel of speakers at the second annual Ethics SA conference, hosted in May 2012. The content pertains to the state of ethics in South Africa, with specific focus on the public, private, and educational sectors. A key finding that emerged from the various contributions is that ethics in South Africa is currently in a dire state, and that this is largely attributable to the apartheid legacy, and to current high levels of corruption and a lack of moral leader- ship within all sectors.
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    They are all lies. Even Mother Theresa did it for herself
    (Medknow Publications, 2008-11) Hattingh, Johan; Woermann, Minka
    In this paper we explore the question of what are we trying to achieve in teaching business ethics at undergraduate university level. The dominant normative model of business ethics suggests that the aim of business ethics (including the teaching of business ethics) is to move businesspeople from an egotistic position to an altruistic position. According to the latter position, the greater good of society is served by unselfish, other-regarding action, instead of by the narrow, self-centred interests of individuals or corporations acting on their own behalf (i.e. egoism). In this paper, the dominant model is analysed and criticised by means of subjecting it to the question of whether it is at all possible to move people from one position to another through teaching business ethics. A second, related aim of this analysis and critique deals with the question of whether ethics (as taking up moral responsibility for one's actions) really entails a neat, linear model of change from position A to B. To arrive at a possible alternative model of teaching and "doing" business ethics, we explore some classic philosophical positions in which mixed signals are given regarding the status of egoism in ethics. This analysis will be applied to, and supported by, experience gained from teaching business ethics to accounting and management students at undergraduate level at the University of Stellenbosch.