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Facilitating Moral Learning in Organisations (19-20)



Facilitating Moral Learning in Organisations


Professional skills

Master year 2


7,5 EC

Dr. Thomas Kampen

Ruud Meij MA

1a. Knowledge and insight: the graduate can analyze relevant perspectives on meaning and humanization from a historical, philosophical and social-scientific perspective;

2a. Apply knowledge and insight: the graduate can apply different perspectives on the key themes of meaning and humanization on issues within professional practices relevant to humanistics;

3b. Judgment: the graduate can reflect critically on the possibilities, limitations and presuppositions of (humanistic) research and give an account of the normative orientation herein;

4b. Communication (and professional) skills: the graduate can support individuals, groups and / or organizations in dealing with meaning and humanization issues through the use of dialogical and analytical skills, writing skills and coaching skills in the field of humanistic spiritual guidance, education and organization;

5a. Learning skills: the graduate can articulate one's own philosophical positioning and its own normative framework with the use of dialogical skills and with an insight into one's own personal possibilities and limitations within professional areas of work. 

  1. Students are able to evaluate and apply theories   of moral learning and theories of justice and their contribution to professional and organizational practices. (1a, 2a) 
  2. Students can explain moral learning, organizational integrity and institutional justice as a brand of moral qualitative inquiry and contribution to a just society. (3b   ) 
  3. Students are able to facilitate and supervise   moral learning processes and contribute to organizational integrity and institutional justice (4b). 
  4. Students can articulate their own theory of justice and connect this with the facilitation and supervision of moral learning processes in organizations. (5a  ) 
  5. Students can articulate   their own moral prejudices both at meta level (moral relativism) and with regard to the moral issues that are under investigation in a moral learning process (5a).

Over the past few years in the Netherlands and abroad, interest in the question of ethics, moral learning and integrity of organizations and public policy has been rising. Moral learning is considered not only as vital for the quality of professional practice, but also for institutional justice. Creating a community of moral inquiry in a community of organizational practice, is the linking pin between professional moral learning and just institutions. 

This focus on moral organizational learning and institutional justice opens up a new and important field of practice for humanistic practitioners as a moral consultants. Moral consultants facilitate, guide and supervise moral learning of practitioners in organizations. In this course, students acquire the theoretical background and professional skills to practice this profession.

An expert moral consultant must be able to see his or her profession in the light of a general theory of justice.  (S)he must be able to methodically guide moral learning processes of practitioners.  (S)he must be able to connect these moral learning processes and convert them into moral knowledge (moresprudence) for organizations as a foundation for just institutions.  Creating a general theory of justice, the supervision of moral learning processes of practitioners and the development of moral knowledge for organizations are therefore the three subjects of this course in becoming a servant of justice.

Seminars, training, small research project, literature study

Paper and portfolio

  • Chris Argyris, Donald Schön (1996), Organizational Learning II: Theory, Method and Practice. Reading (Mass.): Addison Wesley.
  • Jacques Derrida (2001), ‘Force of Law’. In: Jacques Derrida, Acts of Religion. London etc: Routledge. (Dutch translation: Kracht van wet, Maklu, 2013)
  • Governance & Integrity (2008), Workbook Training Moral Judgment. Amsterdam: G&I.
  • Jürgen Habermas, (1983/1990), ‘Discourse Ethics: Notes on a Program of Philosophical Justification’. In: Benhabib, S., Dallmayr, F. (Ed.), The Communication Ethics Controversy. Cambridge (Mass.): MIT Press, p. 60-110.
  • Kohlberg (1975), ‘The Cognitive-Developmental Approach to Moral Education’. In: The Phi Delta Kappan, Vol. 56, No. 10, p. 670-677.
  • Kohlberg, Hersch (1977), Moral Development: A Review of the Theory. In: Theory into Practice, Vol. 16, No. 2, p. 53-58.
  • Meij, R. (2017), The Bell of Flies. P2P & Inovacao, Vol. 3, No. 2, March/Sept 2017, p. 53-79.
  • John Rawls (2001), Justice as Fairness. A Restatement. Cambridge (Mass.): Belknap Press of Harvard University Press.
  • Stephen A. Satris (1986), Student Relativism. In: Teaching Philosophy,9:3, September 1986, p. 193-205.
  • Topal, J. (2015), Introducing the Dutch Approach to Governmental Integerity. Croatia: Partnership for Social Development.