The concept of competition is frequently regarded with ambivalence. While its champions wholeheartedly endorse it for reasons of efficiency, critics believe competition undermines ethics. They denounce competitive thinking, call for modesty in profit-making, and rail against economisation. However, Christoph Lütge argues convincingly that intensified competition can work in favour of ethical goals, and that many criticisms of competition stem from an inadequate understanding of how modern societies and economies function. The author illustrates his view with examples from ecology, healthcare and education, and concludes with a call for more entrepreneurial spirit.

The Ethics of Competition is a book of Frank H. Knight's writings on a common theme: the problem of social control and its various implications. Knight believed in free economic institutions but was also aware that the competitive economic system could be improved. One of the central figures of neoclassical economics in the twentieth century, Knight pursued a lifelong campaign against irrationalities of nationalism, religious fanaticism, and group conflict, while conceding that these were fundamental orientations of human action that might yet frustrate his own work as an economist. While Knight vigorously defended human freedom and the liberal order, he also was sufficiently moved by the shortcomings of liberalism as to condemn it as rife with abuse. As Richard Boyd writes in the new introduction, The Ethics of Competition is nothing short of visionary. Knight foresaw virtually all of the reductionistic tendencies that have come to plague the discipline he cultivated, neoclassical economic theory. Even more impressively, Knight related these disciplinary proclivities back to themes as grand as the fate of liberal democracy and human nature. Boyd discusses Knight's belief that the human craving for simple, mechanical explanations inevitably leads to frustration rather than material satisfaction. Chapters in The Ethics of Competition include "Economic Psychology and the Value Problem," "The Limitations of Scientific Method in Economics," "Marginal Utility Economics," "Fallacies in the Interpretation of Social Cost," and "Economic Theory and Nationalism." This volume will be of essential value to economists, political theorists, philosophers, and sociologists.

The Ethics of Competition is a book of Frank H. Knight's writings on a common theme: the problem of social control and its various implications. Knight believed in free economic institutions but was also aware that the competitive economic system could be improved. One of the central figures of neoclassical economics in the twentieth century, Knight pursued a lifelong campaign against irrationalities of nationalism, religious fanaticism, and group conflict, while conceding that these were fundamental orientations of human action that might yet frustrate his own work as an economist. While Knight vigorously defended human freedom and the liberal order, he also was sufficiently moved by the shortcomings of liberalism as to condemn it as rife with abuse. As Richard Boyd writes in the new introduction, The Ethics of Competition is nothing short of visionary. Knight foresaw virtually all of the reductionistic tendencies that have come to plague the discipline he cultivated, neoclassical economic theory. Even more impressively, Knight related these disciplinary proclivities back to themes as grand as the fate of liberal democracy and human nature. Boyd discusses Knight's belief that the human craving for simple, mechanical explanations inevitably leads to frustration rather than material satisfaction. Chapters in The Ethics of Competition include "Economic Psychology and the Value Problem," "The Limitations of Scientific Method in Economics," "Marginal Utility Economics," "Fallacies in the Interpretation of Social Cost," and "Economic Theory and Nationalism." This volume will be of essential value to economists, political theorists, philosophers, and sociologists.

This edited volume presents ethical and economic analyses of agrifood competition. By systematically examining fairness and openness in agricultural markets, it seeks to answer the question of whether there is adequate competition in the agrifood industry and whether the system is fair to all participants. It outlines ethical and economic principles important for understanding agrifood competition, presents arguments for and against consolidation, globalization and the integration of agrifood industries, and looks at the implications of globalization on the nature of competition in specific agricultural contexts.

We encourage children to play sports from an early age in order to instill in them such virtues as teamwork, perseverance, respect, fairness, and discipline, but, as perennial scandals in the headlines show us, sports also give rise to thorny ethical problems. Can the ugly, corrupt side of sports counteract their potential to deepen our moral lives and make a positive impact? This accessible book tackles a wide-ranging array of topics that arise in ethics of sport on every level, from amateur to professional, and from the general to the specific. Ethics of sport expert Robert Simon examines provocative, thorny questions throughout the book: Why do we care so much about sports? Do sports embody special values that social function views fail to grasp? Are such values good or bad? What counts as overemphasizing winning? Should winning be important in youth sports? What makes cheating in sports ethically objectionable? Is trash-talking cheating? How have performance enhancing drugs affected sport? Can we distinguish them from other advances that enhance performance, such as technological improvements in equipment? Should contact sports be modified to protect the health of athletes? Do organized athletics belong in schools? Don't athletic programs undermine academics in secondary and college education? Would it be better to separate sports and education, so schools focus on academics? Do sports undermine or reinforce gender equity? Why do so many elite athletes misbehave? How have professional sports affected minority groups and the underprivileged? Is money ruining elite sport? Simon's short exploration of the ethics of sports, which unfolds in this series' distinctive question-and-answer format, will interest sports enthusiasts, those who seek to understand the ethical controversies in sport even from an outsider's perspective, and students of applied ethics who need a primer on sports ethics in particular.

In this book, author Svein Olaf Thorbjørnsen probes the question: What is at stake for human beings in a society dominated by competition, particularly economic competition? Is competition endemic to human nature? Does it preserve the dignity and intrinsic value of the human being? Does it secure better living conditions? In a way, the answer to these queries is a simple “yes.” It can allow for superior satisfaction of fundamental needs; legitimate self-love and self-realization; and encourage positive feelings upon mastering a skill. At the same time, however, competition can also contribute to a strong materialistic self-interest and support classicism, social ranking, and elitism: other human beings become only means to a personal success, thus jeopardizing fellowship and collaboration. In a hyper-competitive environment, some of the same positive human values mentioned above—self-love, self-realisation, individuality, and freedom—can be viewed to pose a threat to the realisation of one’s potential and to one’s true humanity. These competing, contradictory aspects of competition are presented and discussed from perspectives across varying disciplines, from social anthropology and economics to history, ethics, philosophy and theology.

The Ethics of Emerging Media engages with enduring ethical questions while addressing critical questions concerning ethical boundaries at the forefront of new media development. This collection provides a rare opportunity to ask how emerging media affect the ethical choices in our lives and the lives of people across the globe. Centering on different new media forms from eBay to Wikipedia, each chapter raises questions about how changing media formats affect current theoretical understanding of ethics. By interrogating traditional ethical theory, we can better understand the challenges to ethical decision making in an age of rapidly evolving media. Each chapter focuses on a specific case within the broader conceptual fabric of ethical theory. The case studies ground the discussion of ethics in practical applications while, at the same time, addressing moral dilemmas that have plagued us for generations. The specific applications will undoubtedly continue to unfold, but the ethical questions will endure.

This encyclopedia spans the relationships among business, ethics and society, with an emphasis on business ethics and the role of business in society.

It may be a popular opinion that sports and ethics are incongruent or contradictory, but ethical principles in sports are in fact integral for its protection. Because of this invalid popular opinion, a new conversation on ethical principles and issues in sports is warranted. This should start here with a philosophical investigation into the areas of epistemology and autonomy with an effort to address ethical issues associated with the use of performance-enhancement drugs (doping) in sports, fair play, equity, and responsibility. Readers are introduced to a new theoretical approach to addressing ethical issues in sports. These issues are based on arguments advanced on responsible freedom, perspective knowledge, and duties that can be utilized by sports stakeholders (athletes, team doctors, fans, sporting organizations, coaches, etc.) as they strive for success and minimize unfair practices. Important questions are posed concerning respect for others, respect for rules, respect for the game, and respect for self. Also, an investigation into ethics and doping is conducted to unravel whether doping athletes impose undue limitations on their freedom. Thus, the idea of absolute freedom is questioned, and "privileged freedom" is explored.

This book features articles by more than twenty experienced teachers of ethics who are committed to the idea that ethics can and should be taught virtually anywhere in the education curriculum. They explore a variety of ways in which this might best be done. Traditionally confined largely to programs in philosophy and religion, the teaching of ethics has in recent decades spread across the curriculum education. The contributors to this book discuss the rationale for supporting such efforts, the variety of challenges these efforts face, and the sorts of benefits faculty and students who participate in ethics across the curriculum endeavors can expect. An overriding theme of this book is that the teaching of ethics should not be restricted to one or two courses in philosophy or religion programs, but rather be addressed wherever relevant anywhere in the curriculum. For example, accredited engineering programs are expected to ensure that their students are introduced to the ethical dimensions of engineering. This can involve consideration of ethical issues within particular areas of engineering (e.g., civil, mechanical, electrical, chemical) as distinctive segments of certain courses (e.g., those that focus on design problems), or as a full semester course in ethics in engineering. Similar approaches can be taken in nursing, medicine, law, social work, psychology, accountancy, management, and so on. That is, some emphasis on ethics can be expected to be found in broad range of academic disciplines. However, many ethical issues require careful attention from the perspectives of several disciplines at once, and in ways that require their joining hands. Recognizing that adequately addressing many ethical issues may require the inclusion of perspectives from a variety of disciplines makes apparent the need for effective communication and reflection across disciplines, not simply within them. This, in turn, suggests that faculty and their students can benefit from special programs that are designed to include participants from a variety of disciplines. Such programs will be a central feature of this book. Although some differences might arise in how such issues might best be discussed across different parts of the curriculum, these discussions might be joined in ways that help students, faculty, administrators, and the wider public better appreciate their shared ethical ground.