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  1. Dissolving the Moral Dilemma of Whistleblowing.Lars Lindblom - 2007 - Journal of Business Ethics 76 (4):413-426.
    The ethical debate on whistleblowing concerns centrally the conflict between the right to political free speech and the duty of loyalty to the organization where one works. This is the moral dilemma of whistleblowing. Political free speech is justified because it is a central part of liberal democracy, whereas loyalty can be motivated as a way of showing consideration for one’s associates. The political philosophy of John Rawls is applied to this dilemma, and it is shown that the requirement of (...)
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  2.  54
    The Structure of a Rawlsian Theory of Just Work.Lars Lindblom - 2011 - Journal of Business Ethics 101 (4):577-599.
    This article outlines the structure of a Rawlsian theory of justice in the employment relationship. A focus on this theory is motivated by the role it plays in debates in business ethics. The Rawlsian theory answers three central questions about justice and the workplace. What is the relationship between social justice and justice at work? How should we conceive of the problem of justice in the economic sphere? And, what is justice in the workplace? To see fully what demands justice (...)
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  3.  6
    Libertarianism, Information, and Unions.Lars Lindblom - 2018 - Social Epistemology 32 (2):103-111.
    This article presents a normative epistemological argument for unions, developed from libertarian premises. According to Friedman, the state should set up rules for the market, whereas managers should focus on profits. On this view, business ethics can be handled by regulations, but Hayek’s theory of the market indicates that this position is problematic, since it relies on the state being able to collect the relevant ethical information. Hayek argued that a market system is more efficient than planned economies, since it (...)
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    In Defense of Rawlsian Fair Equality of Opportunity.Lars Lindblom - 2018 - Philosophical Papers 47 (2):235-263.
    Richard Arneson argues that Fair Equality of Opportunity should be rejected, since it is not only too weak and too strong, but also problematically meritocratic. The paper aims to defend FEO, and argues that it is not too weak, since, pace Arneson, it does apply to the problem of stunted ambition. The argument from meritocracy is shown to be based on a conflation of different senses of meritocracy. Finally, it is shown that FEO, correctly interpreted, gives intuitive answers to the (...)
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  5.  17
    Beyond Coercion: Moral Assessment in the Labour Market.Dan Munter & Lars Lindblom - 2017 - Journal of Business Ethics 142 (1):59-70.
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  6.  1
    Toward a Responsibility-Catering Prioritarian Ethical Theory of Risk.Per Wikman-Svahn & Lars Lindblom - forthcoming - Science and Engineering Ethics:1-16.
    Standard tools used in societal risk management such as probabilistic risk analysis or cost–benefit analysis typically define risks in terms of only probabilities and consequences and assume a utilitarian approach to ethics that aims to maximize expected utility. The philosopher Carl F. Cranor has argued against this view by devising a list of plausible aspects of the acceptability of risks that points towards a non-consequentialist ethical theory of societal risk management. This paper revisits Cranor’s list to argue that the alternative (...)
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  7.  7
    Consent, Contestability and Employer Authority.Lars Lindblom - 2009 - Revue de Philosophie Économique 10 (2):47.
  8.  1
    Rawlsian Political Analysis: Rethinking the Microfoundations of Social Science, Written by Paul Clements.Lars Lindblom - 2015 - Journal of Moral Philosophy 12 (4):553-556.
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  9. Goods, Principles, and Values in the Brighouse, Ladd, Loeb and Swift Framework for Educational Policy-Making.Lars Lindblom - forthcoming - Studies in Philosophy and Education:1-15.
    This article presents the promising framework for educational decision makers developed by Brighouse, Ladd, Loeb, and Swift. The framework consists of an account of the educational goods, distributional principles and independent values at stake in education, and a method for making policy decisions on the basis of these and solid social science. I present three criticisms of this approach. The first says that the derivation of educational goods proceeds on the basis of a too narrow conception of values. I suggest (...)
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