Review Business Ethics Flashpoint 8.1: Creator/Consumer Balance. This section of the text portrays negative actions by pharmaceutical and healthcare companies, but there have also been positive examples during the COVID-19 pandemic as companies set aside competitive interests to provide testing, equipment, and research in a more collaborative manner.
In your discussion, respond to these questions posed in Flashpoint 8.1:
How should a for-profit corporation balance its business needs with the needs of its customers?
Lives depend on products created by some companies. Do these companies have a greater responsibility to work towards benefitting the consumer more than themselves?
Look at the issue from a Biblical worldview. How would you respond if you were running such a company?
Your thread must explain how you achieve the creator/consumer balance, considering, e.g.,:
Profit and return on investment for company owners/shareholders
Continuing existence of the company
Protecting the intellectual property of the company
Needs of patients, practitioners, and society
s a trainee teacher, to date my focus has been on the development of my craft and my effectiveness in delivering to students the academic content of their chosen courses to study. I have spent little time considering the reasons behind why I teach, what I teach and the potential impact it can have on students beyond the classroom. It can be argued that ‘education’ has, by educational institutions, become more and more focused on progress scores, school performance and league tables. Whereby students see ‘education’ as a pathway to ‘the next stage’ in life, rather than feeling empowered with knowledge, skills and perspectives of the world they’d never had before. This idea of educations primary purpose being to empower and equip, strongly correlates with the work of Michael Young regarding what he terms ‘powerful knowledge’. According to Young and Muller (2010) powerful knowledge is in essence knowledge bestowed upon learners who are then able to comprehend and analyse beyond their own personal experiences – the building upon what has been discovered previously in past generations and can now be developed, challenged or changed. In real terms this is ‘education’ provided by institutions which transcends that on the curriculum of a given subject area (Young, 2013). In this writing therefore, I will seek to portray the meaning of powerful knowledge in an Economics and Business Education context beyond that on the scheme of work, specification or national curriculum. I will then draw upon my past experience in teaching BTEC Level 3 classes a module in Marketing, and how through the topics covered, aspects of powerful knowledge were passed on to the receiving students. I will aim to demonstrate how my approach to teaching these lessons was considered in a way that would engage the students with the knowledge being shared – with a contextual consideration for the students and the educational institution being taken. An understanding of powerful knowledge It has been highlighted by Young (2013) that a crisis exists within the education system, the curriculum in particular. As already alluded too it has been said that too much of the education system is about measuring progress and attainment and has detracted from the real purpose and value of education – providing empowering knowledge to young people through which they may challenge the conventional. Young (2013) highlights this crisis in what could be argued to be a result of former Education Secretary, Michael Gove’s controversial education reforms to the national curriculum. According to Gove, these reforms were issued as a result of the UK education system falling on the global standings, compared to the performance of other countries, such as Finland, Hong Kong and Singapore, arguing that those from the UK were losing their competitiveness and missing out on greater opportunities (Gove, 2014; Dominiczak, 2013). This battle of politics and power from those in influential positions is what Young (2013) suggests as being the cause of the curriculum crisis and its inability to provide powerful knowledge to learners. Furthermore, Young (2013) pays reference to the need to establish a theory of knowledge which is based on social-realism rather than social constructivism, to provide a firm foundation for curriculum development (Wheelahan, 2010). This theory of knowledge based on realism, should primarily consider the entitlement of each student to learn and that all pupils should have maximised access to the best knowledge (Young, 2013). Contrary to Gove’s reforms in the national curriculum, which have been criticised for widening the gap between those of different social backgrounds, Young (2013) suggests that the national curriculum locks people out from being recipients of powerful knowledge. He develops on this in saying that a knowledge-based curriculum which eludes to powerful knowledge for all learners, is the solution to the curriculum crisis.>GET ANSWER