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To understand how the conscious business ethics model can be applied to my or any individual’s life, it would be essential to analyze the components of a real-life setting. The factors of moderation, wisdom, courage, transcendence, humanity, and justice can be observed and improved in my personal, academic, and professional lives.
Moderation is related to the body, as the innate desire to achieve or experience things is balanced with the fear of failure or pain. As such, implementing a system of healthy moderation in my lifestyle is likely to have positive consequences for other aspects of my life. Essentially, it reduces the chances of health risks, accidents, or fatigue, affecting work and even leisure time.
Wisdom is related to the mind and is driven by our attention and retention. In a very digital age, it has become increasingly complicated to manage and utilize our attention in ways that benefit us all the time. Unfortunately, media and information consumption without filtering can often become a waste of time or irrelevant to a current task. As such, I believe in having a system by which I can assess media and information before giving it a substantial amount of my time and attention.
Courage is related to the heart and is framed by intention and intuition. I perceive intention as the driving force in most of my actions in my personal, professional, and academic life. For instance, each facet of my life has achievable and measured goals but has an overarching state that I wish to reach one day. As such, it is essential to use a strong intention when I make important decisions and pursue opportunities that contribute to my overall goal.
Transcendence is related to nature and driven by ideas and ideals. I find that this component compares our current state and the desire for improvement in the future. Forward-thinking is essential to personal and professional growth.
Humanity is related to energy and is balanced by wonder and words. Essentially, people are experiencing other individuals, societies, and the world through curiosity, but we categorize them automatically upon meeting. I think it is important for my own life to realize that although categorizing cannot be avoided, categories can change and are much broader than we first expect. Seeing overlaps in topics, people, and other factors can allow for better insight into a professional sphere.
Justice is related to matter through actions and reactions. Each person’s structure and perception of justice is likely to be varied, at least in detailed ways. However, it can be assumed that most involve themes of equality, fairness, and compassion. I find that it is especially important to focus on the humanitarian aspects when considering justice, as it is a core value for me. As such, when making difficult decisions in my personal and professional life, I am likely to make them based on compassion-focused justice.
This case study recites the story of Morrie Schwartz, a professor that became ill with ALS and devoted a large part of his life and career to the development of the lives of his students. Schwartz was known to have what may have perceived as non-traditional but deeply humanistic approaches to his teaching as well as his life and interactions with others both outside and inside teaching institutions. Schwartz communicated with opposing groups, such as when he negotiated between the faculty and black students on strike. He had alternative philosophies, such as when he asked what was wrong with a second-place during a sporting competition. Schwartz was also able to enjoy and participate in many activities alongside his students, such as dancing and conversations outside of class. In his last months, Schwartz continued to be loyal to his teachings and would spend hours talking to his students, asking difficult questions, and listening to them.
Schwartz embodied many ethical communication competencies. Firstly, he displayed mindfulness and effective listening to whoever he was talking to, even when he was very ill. He also expressed confirmation by giving his attention to the people he was engaging with. Schwartz was also emotionally intelligent and did not self-pity or victimize himself despite difficult circumstances. He also displayed trust between his and his students as many visited him and were able to discuss very complex questions and topics about their lives.
The conversations between Schwartz and his student, Mitch Albom, were on very philosophical topics. They had qualities of civility, as Albom talks very positively of Schwartz, who was able to effectively communicate complicated ideas to him. The conversations were also open-minded, as the majority of the ideas prompted by Schwartz were questions about Albom’s personal life. Albom was able to reply honestly, and Schwartz shared his own philosophies from a very personal part of himself, and as such, the conversations were very genuine.
Even near his death, Schwartz was very composed and attentive to his visitors. It is impossible to say with certainty what kept him so well-presented at such a difficult time. In fact, we are not aware of what was going on internally, and he may have hidden his fears altogether. I find that most people on their deathbed experience fear; it is only natural to fear the unknown. However, I think those that have found a personal philosophy of life, the world, and themselves and lived by it to their best ability feel achievement and happiness as well as fear before dying. Schwartz held onto his outlook on life, and as he was dying, he likely had few regrets that mattered in the bigger picture.
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