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If those teaching advertising courses with significant ethics components are concerned about having a genuine--as opposed to cosmetic--impact on how their students translate what is taught in the classroom to the "real world," they must focus on the idea of "oughtness." The question is: what can instructors in advertising courses do--if anything--to motivate students to act more ethically once they move beyond the confines of the classroom, to do what ethically ought to be done when faced with a particular ethical dilemma? The first task for the instructor may well be to demonstrate to students the relevancy of ethics to their "everyday" lives. Students must understand that ethics deals with relationships with others. Students will never appreciate the "marriage" of ethics and advertising if they fail to view consumers and the general public as persons to whom they have obligations. It is essential that students recognize that ethical behavior in advertising does not occur in a vacuum--ethical advertisers are first ethical people generally and the only way to motivate the will to act ethically is to develop the will to act ethically habitually and generally. Raising advertisers' and students' ethical consciousness is not sufficient--in the end, advertising and advertising people will be judged on their conduct. (Contains 56 notes.) (RS)

Descriptors: Advertising, Ethical Instruction, Ethics, Higher Education, Mass Media Role, Persuasive Discourse, Student Development, Student Motivation, Theory Practice Relationship











Autor: Martinson, David L.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=11339&id=ED401582







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