John Hasnas (2013) argues for a “Principles Approach” to supplant normative theory and casuistry in business ethics pedagogy. This Commentary argues some normative theory ought still to have some place in business ethics education and that the problems Hasnas sees in business ethics pedagogy only tell half the story. IN A PROVOCATIVE and compelling article, John Hasnas (2013)2 addresses failures in business ethics pedagogy. Such failures are the result of professors falling prey to either the Scylla or the Charybdis of business ethics pedagogy. The Scylla in business ethics pedagogy is the tendency to prioritize highly abstract philosophical theories that are then applied to “particular ethical problems” in business [276]. When take to extremes, this approach employs concepts and language far removed from the business world, and thus it remains “virtually unintelligible to the audience [i.e., the students] it is intended to reach” [276]. The Charybdis is the tendency to eschew any abstract theory in favor of casuistry, which Hasnas describes as the use of case-based analyses where students identify the impacts of business Business Ethics Journal Review SCHOLARLY COMMENTS ON ACADEMIC BUSINESS ETHICS businessethicsjournalreview.com ____________________________________________ ____________________________________________ Discuss this commentary at http://bejr.co/2014-0206x 1 Loyola University Chicago. Email: gwolcot@luc.edu 2 Bracketed page references in the text are to Hasnas (2013). Cite as: Bus Ethics J Rev 2(6): 36–41, http://doi.org/10.12747/bejr2014.02.06 Edited by Chris MacDonald & Alexei Marcoux