This chapter provides a mechanism for integrating popular culture into business ethics teaching. Traditional student assessments ask students to apply module content to a current event so as to critically analyse that topic. That is still highly effective. However, it doesn't give students a chance to show off different skills and approach learning from anything other than a reading and writing perspective. In this chapter I show how business-related films, yet another highly utilized mechanism for engaging students, make an excellent source of oral debate material. Socratic debate is a centuries-old mechanism for encouraging deep understanding. Students find films engaging and, asking them to debate the ethical issues in a scene, relationship, theme, etc. of the film provides the freedom to judge and test theory application. Together, Socratic debate and films make for a confident, deep approach to assessment preparation as well as an opportunity for on-the-spot, critical analysis.
You are not authenticated to view the full text of this chapter or article.
Get access to the full article by using one of the access options below.