Purpose: the article is devoted to critical reflection on the present model of ethical education
of managers in Poland. It attempts to outline a model that could be adopted to meet
the current challenges of social change.

Design: the first part of the article is written from a philosophical perspective, which brings to mind the Greek Paideia. The second part is an attempt to analyze the imperfect Polish educational reality concerning the formation of future managers’ attitudes.

Findings: the author’s arguments focus on the proposal to transform the “educational” teaching system of ethics into a “social interaction” one.

Originality: in the summary, the author presents specific actions to be taken at Polish universities so they can quickly move from the traditional model of managers’ education to a modern pro-social model of education based on social interaction.

Purpose: the aim of this article is to present two models for teaching business ethics: ethics
of business and ethics for business. In the article, I defend the thesis that business ethics taught in corporations (ethics for business) is not a simple continuation of academic instruction (ethics of business) and should not be treated as such.

Methodology to justify the foregoing thesis, I refer to both theoretical and empirical research carried out by business ethicists, as well as to my own experience as an academic teacher.

Findings: taking into consideration the differences that occur between the two models of teaching business ethics, and also the threats associated with implementing ethics programs in companies, I conclude that in-company business ethics instruction does not constitute a continuation of academic instruction.

Purpose: the aim of this article is to present two models for teaching business ethics: ethics
of business and ethics for business. In the article, I defend the thesis that business ethics taught in corporations (ethics for business) is not a simple continuation of academic instruction (ethics of business) and should not be treated as such.

Methodology: to justify the foregoing thesis, I refer to both theoretical and empirical research carried out by business ethicists, as well as to my own experience as an academic teacher.

Findings: taking into consideration the differences that occur between the two models of teaching business ethics, and also the threats associated with implementing ethics programs in companies, I conclude that in-company business ethics instruction does not constitute a continuation of academic instruction.

Originality: this study and conclusion can help to improve the process of teaching business ethics at both academic and corporate levels.

Purpose: the essay focuses on some important instruments and measures supporting the desired actual (and not just declared) ethical behavior in banking practices.

Methodology: the essay first used a combination of comparisons to show similarities and differences between 10 banking codes of ethics in EU countries. Then qualitative analysis of indicators and scales assigned to bank rankings was also used to identify some possibilities to promote the ethical behavior of banks in more efficient ways.

Findings: ethical behaviors in the banks, despite a high awareness of moral norms, are largely declarative rather than actual. In order to approximate the actual behaviors to the declared ones, further improvements need to be introduced in the methods and instruments of education (codes of ethics, bank rankings), along with encouraging the implementation of management practices consistent with ethical behavior. This should start with redefinition of the functioning of the bank, i.e. broadening the task of achieving ambitious outcomes by adding respect for ethical standards.

Practical Implications: not every instrument of ethics education can be treated as directly useful in the process of training actual ethical behavior in banks. Some particular conditions must be taken into account that it should fulfill.

Originality: the author has distinguished three levels in business ethics education: ethical awareness and ethically oriented behaviors, both declared and actual. The essay described the necessary conditions for utilization of some educational instruments of ethics in the process of implementing actual ethical behaviors in the banks.. Such an approach has not been found previously in the subject literature.