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Bruce Davidson [4]Bruce W. Davidson [2]
  1.  18
    An Updated Inquiry into the Study of Corporate Codes of Ethics: 2005–2016.Maira Babri, Bruce Davidson & Sven Helin - 2019 - Journal of Business Ethics 168 (1):71-108.
    This paper presents a review of 100 empirical papers studying corporate codes of ethics in business organizations from the time period mid-2005 until mid-2016, following approximately an 11-year time period after the previous review of the literature. The reviewed papers are broadly categorized as content-oriented, output-oriented, or transformation-oriented. The review sheds light on empirical focus, context, questions addressed, methods, findings and theory. The findings are discussed in terms of the three categories as well as the aggregate, stock of empirical CCE (...)
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  2. Critical Thinking Education Faces The Challenge of Japan.Bruce W. Davidson - 1995 - Inquiry: Critical Thinking Across the Disciplines 14 (3):41-53.
  3.  11
    Critical Thinking Education Faces The Challenge of Japan.Bruce W. Davidson - 1995 - Inquiry: Critical Thinking Across the Disciplines 14 (3):41-53.
  4.  44
    Does Religious Faith Mean Uncritical Thought?Bruce Davidson - 1996 - Inquiry: Critical Thinking Across the Disciplines 16 (1):55-66.
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  5.  19
    Isaac Bashevis Singer and the Lower East Side.Bruce Davidson, Isaac Bashevis Singer, Ilan Stavans, Jill Meredith & Gabriele Werffeli - 2004 - University of Wisconsin Press.
    This book is a co-publication and appears in conjunction with an exhibition organized and presented by the Mead Art Museum at Amherst College, on the occasion of the centennial celebration nationwide of Singer's birth in 2004.
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  6.  40
    The Gospel of Critical Thinking in the Land of Harmony.Bruce Davidson - 2004 - Inquiry: Critical Thinking Across the Disciplines 23 (3):5-10.
    Convinced that critical thinking has value for people in Japan, the author describes his experiences introducing critical thinking to the educational scene there. Finding students to be too uncritical aboutsources of information, he began teaching and promoting it among students and colleagues. Initially, some discouraging responses came from the latter group because of Japanese social norms in largemeetings and organizations. The author has since learned to make use of less explicit approaches to presenting critical thinking to fellow teachers and students. (...)
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