Memoria (licenciado en ciencias jurídicas y sociales / El presente ensayo realizará en un análisis de los aspectos relevantes de la obra de Immanuel Kant para aproximarse al positivismo durante el siglo XX, entendiendo que el intento kantiano de depurar el trabajo científico al intentar establecer los límites del conocimiento humano y modelos formales para una ética universal significó una metodología rigurosa en forma temprana en términos históricos, comprendiendo así la extensión de la obra del filósofo en el trabajo de autores fundamentales para el desarrollo intelectual de la etapa señalada en el marco de las ciencias sociales y en particular del derecho, para posteriormente aproximarse, desde la perspectiva kantiana comentada, tanto a la propuesta de Max Weber, quien elaboró una metodología para la investigación de los fenómenos propios de las ciencias sociales, para el desarrollo efectivamente científico de estas y comprendiendo estos avances como fundamentales para tal disciplina en el contexto al cual pertenece, como también a la Teoría Pura del Derecho de Hans Kelsen, la cual comparte la finalidad pretendida por Weber pero respecto de la comprensión de aquello que es propiamente jurídico en forma depurada de otras disciplinas y teniendo un éxito bastante amplio en el debate jurídico. Finalmente, desde la teoría del reconocimiento extraída a partir de los escritos de Jena realizados por G. W. F. Hegel, se criticará la posición adoptada por Kant, extendiendo dicho ejercicio al trabajo de los autores influidos por el filósofo antes señalados, analizando la posibilidad de existencia de un método diverso al sostenido por Weber y Kelsen, tanto en las ciencias sociales como en el derecho, desde una comprensión integral de la realidad empírica y además desde la eticidad como totalidad respecto de la relación entre los fenómenos estudiados por estas ciencias y los seres humanos, particularmente como alternativa a los esfuerzos más influidos por la filosofía pura.

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We live in an age of public accountability. For university-based business schools, housed within institutions with responsibilities for fostering public wellbeing, public accountability represents major challenges. The specific challenge of this dissertation is interpreting that accountability in moral, as opposed to legal or bureaucratic terms. Much of the academic attention to public accountability has focused on the legal aspects of compliance and regulation. The systemic nature of the educative-formative problem of moral accountability argued herein is especially evident inside postgraduate management education. I argue that nascent ideas of moral accountability foreground a systemic and inescapable challenge to the legitimacy of the now ubiquitous Masters of Business Administration (MBA) within university based management education. Illustrating the formative-educative problem via a case study at an Australian university and drawing on a critical review of the management studies literature I argue that current approaches to meeting those public responsibilities are at risk of being marginal at best. This is a view increasingly recognised by those within the management studies field already committed to redressing amoral management theory and practice. Efforts to professionalise management by bringing management studies inside universities have long been abandoned in favour of following market logic - a predominantly financially driven logic that is formatively amoral - thus exposing universities' moral legitimacy to rising public skepticism, if not acute and justifiable concern. Beyond the professionalisation efforts and the compliance mentality of corporate governance and against the commonplace smorgasbord approach to business ethics (foreclosing engagement with larger and relevant political, ethical and philosophical dimensions) I argue for cultivating a specific capability for management graduates - one area that will yield considerable philosophical scope and pedagogical options while meeting the university's public responsibility. I make a case for cultivating reflective judgment on matters of moral accountability {and specifically at the individual level} as a defining capability in management studies - a capability that is worthy of public trust in universities. To that end I argue for a Kantian approach to cultivating reflective moral accountability. The scope of this approach is global, the mode is action-guiding principles under public scrutiny, where reverence for individual human dignity is at its base: a civic or enlightened accountability, oriented to earning and warranting public trust, by individuals and through institutions. Kantian hope in a cosmopolitan ethical commonwealth sustains practical-idealist commitment to cultivating this capability. This Kantian approach is shaped by Kant's grossly under-recognised moral anthropology: a composite of a modest metaphysical framework of justice intersecting with his almost completely ignored philosophy of experience / anthropology. The pedagogical approach developed here is based on Kant's moral anthropology and notion of maturity. It is oriented to deeply experiential organic learning as university-based preparation for reflective moral judgment in pressured, complex situations of uncertainty. The aim here is fostering ideas on approaching what is problematic not to develop a comprehensive theory of moral accountability in the MBA. Taken together this Kantian response sees paideia as central to the public role of university education, and as such represents a radical challenge to seemingly unassailable assumptions of authority in management theory and practice. I follow a phronesis approach in this research, a perspective on knowledge that views the social sciences as categorically different from the natural sciences, calling less for universal laws and more for knowledge drawing on wisdom and moral judgment derived through extensive experience. Flyvbjerg's phronetic approach to the social sciences guides the case study, influences the selection of perspectives in both the literature review and the Kantian considerations. I approach this educative-formative problem out of liberal-humanist, social-contract traditions.

We live in an age of public accountability. For university-based business schools, housed within institutions with responsibilities for fostering public wellbeing, public accountability represents major challenges. The specific challenge of this dissertation is interpreting that accountability in moral, as opposed to legal or bureaucratic terms. Much of the academic attention to public accountability has focused on the legal aspects of compliance and regulation. The systemic nature of the educative-formative problem of moral accountability argued herein is especially evident inside postgraduate management education. I argue that nascent ideas of moral accountability foreground a systemic and inescapable challenge to the legitimacy of the now ubiquitous Masters of Business Administration (MBA) within university based management education. Illustrating the formative-educative problem via a case study at an Australian university and drawing on a critical review of the management studies literature I argue that current approaches to meeting those public responsibilities are at risk of being marginal at best. This is a view increasingly recognised by those within the management studies field already committed to redressing amoral management theory and practice. Efforts to professionalise management by bringing management studies inside universities have long been abandoned in favour of following market logic - a predominantly financially driven logic that is formatively amoral - thus exposing universities' moral legitimacy to rising public skepticism, if not acute and justifiable concern. Beyond the professionalisation efforts and the compliance mentality of corporate governance and against the commonplace smorgasbord approach to business ethics (foreclosing engagement with larger and relevant political, ethical and philosophical dimensions) I argue for cultivating a specific capability for management graduates - one area that will yield considerable philosophical scope and pedagogical options while meeting the university's public responsibility. I make a case for cultivating reflective judgment on matters of moral accountability {and specifically at the individual level} as a defining capability in management studies - a capability that is worthy of public trust in universities. To that end I argue for a Kantian approach to cultivating reflective moral accountability. The scope of this approach is global, the mode is action-guiding principles under public scrutiny, where reverence for individual human dignity is at its base: a civic or enlightened accountability, oriented to earning and warranting public trust, by individuals and through institutions. Kantian hope in a cosmopolitan ethical commonwealth sustains practical-idealist commitment to cultivating this capability. This Kantian approach is shaped by Kant's grossly under-recognised moral anthropology: a composite of a modest metaphysical framework of justice intersecting with his almost completely ignored philosophy of experience / anthropology. The pedagogical approach developed here is based on Kant's moral anthropology and notion of maturity. It is oriented to deeply experiential organic learning as university-based preparation for reflective moral judgment in pressured, complex situations of uncertainty. The aim here is fostering ideas on approaching what is problematic not to develop a comprehensive theory of moral accountability in the MBA. Taken together this Kantian response sees paideia as central to the public role of university education, and as such represents a radical challenge to seemingly unassailable assumptions of authority in management theory and practice. I follow a phronesis approach in this research, a perspective on knowledge that views the social sciences as categorically different from the natural sciences, calling less for universal laws and more for knowledge drawing on wisdom and moral judgment derived through extensive experience. Flyvbjerg's phronetic approach to the social sciences guides the case study, influences the selection of perspectives in both the literature review and the Kantian considerations. I approach this educative-formative problem out of liberal-humanist, social-contract traditions.

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This thesis looks at two theories of universalizability: Immanuel Kant's deontological one and R. M. Hare's utilitarian one. It also looks at criticisms of both theories by David Wiggins. It concludes that his arguments against Hare are decisive because the moral theory that follows from Hare's version of the claim that moral judgements must be universalizable is incompatible with several basic requirements on moral theories. Wiggins' criticism of Kant, on the other hand, centres on a technical point that is overcome by an interpretation of Kant's tests for the universalizability of maxims that is given by Onora Nell. Finally the thesis argues that Kant's rational theory of ethics is superior to Wiggins' subjectivist claims because it both reflects our common sense conception of ethics and provides a rational basis for evaluating moral judgements.

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