Book Review: Negotiating Ethical Practice in Adult Education
Introduction
Elizabeth J. Burge has compiled articles related to ethical practice in adult education. The compilation begins with the philosophical attributes of ethical thinking and design. It continues with a literature review of ethics. There are four entries of applied ethics in adult education. Finally, there is a reflection on the nature of the four application entries. In Burge’s final thoughts, she discusses her beliefs on ethical practice. In this way, she draws all of the writings together to produce a conclusion regarding the dynamic, contextual nature of ethics in adult education.
Book Review
Burge begins her compilation with an article regarding the philosophical inquiry of the nature of ethics, giving credence to meta-ethics. This foundational theory requires critical inquiry into how we think about ethics. Author Anthony Weston, states that in most decisions there are no real answers, only unclear problems, but the task is to explore and reflect on individual value systems (Weston, 2009). Ultimately, the idea is to collaboratively investigate and dialogue about the problem at hand, without necessarily having to come to a resolution. Most questions arise when utilitarianism is juxtaposed with individual rights (Weston, 2009). In chapter 2, Thomas Sork provides a literature review of the application of ethics in regard to adult continuing education literature, specifically education, marketing, business, and assessment. …show more content…
Questions arise regarding the necessity, responsibility and/or requirements for a code of ethics in adult education, and further questions arise regarding the professionalization of adult education. Sork describes numerous ethical codes previously implemented throughout history. For example, he discusses the impact a code of ethics could have had on the history of practice in psychology, had it been in place from the beginning. Additionally, he questions the premise that the field of adult education is “inherently virtuous and/or morally harmless” (Sork, 2009, p. 28). Sue Folinsbee writes chapter 3 based on workplace literacy. She admittedly alters her practice and implementation tools based on how the actual workplace environment presents itself. Her goal is to find common ground between workers and management. The challenge is to acknowledge competing interests and assess changes in her delivery based on the most ethically correct parameters (Folinsbee, 2009). Ethical dilemmas resides in balancing stakeholder interests with responsibility to the final project goals. Talmadge Guy, professor at University of Georgia considers ethics in teaching. He attempts to create an open environment for critical, respectful dialogue. Discussions involving race, class, and gender and the freedom of speech create difficult dialogues in his classroom. Both positive and negative examples, representing a free exchange of ideas ranging from agreement to silence are presented in his writing. He questions whether merely interceding in his classroom discussion, thereby asserting his authority in a democratic process, stifles the learning process (Guy, 2009). His concern regarding those that exhibit silence forces him to examine whether the silence is actually resistance or apathy. Unfortunately, his dilemma is further exacerbated by the fact that he is engaged in an online class. The online environment does not yield the full value of body language and attitude (Guy, 2009, p. 50). Catherine Hansman, discusses the pitfalls of mentoring doctoral students through the minefields that may appear in that process in chapter 5. She indicates that, as a novice, she made some errors in her mentoring which, in one case, ended a relationship. She was, however, positively impacted in another experience. During the process of acting as a mentor, a close relationship may develop which could be potentially problematic when divvying out constructive criticism, deadlines, etc. Goals are three-fold; a) do no harm; b) communicate honestly; and c) examine power and privilege (Hansman, 2009, pp. 61–62). Dilemmas arise when the lines are blurred and constructive criticism challenges the relationship between mentor and the mentee. In chapter six, Tom Heaney writes of social justice application in ethical decisions. He states that “we are guided not by an absolute application of ethical imperatives, but by probabilities—achieving the greatest good for the greatest number” (Heaney, 2009, p. 71). Social justice may, in some cases, preempt the ethical considerations that we would normally make if there is a greater good or a greater number advantaged. Additionally, issues of “fairness” and “justice”
Introduction
Elizabeth J. Burge has compiled articles related to ethical practice in adult education. The compilation begins with the philosophical attributes of ethical thinking and design. It continues with a literature review of ethics. There are four entries of applied ethics in adult education. Finally, there is a reflection on the nature of the four application entries. In Burge’s final thoughts, she discusses her beliefs on ethical practice. In this way, she draws all of the writings together to produce a conclusion regarding the dynamic, contextual nature of ethics in adult education.
Book Review
Burge begins her compilation with an article regarding the philosophical inquiry of the nature of ethics, giving credence to meta-ethics. This foundational theory requires critical inquiry into how we think about ethics. Author Anthony Weston, states that in most decisions there are no real answers, only unclear problems, but the task is to explore and reflect on individual value systems (Weston, 2009). Ultimately, the idea is to collaboratively investigate and dialogue about the problem at hand, without necessarily having to come to a resolution. Most questions arise when utilitarianism is juxtaposed with individual rights (Weston, 2009). In chapter 2, Thomas Sork provides a literature review of the application of ethics in regard to adult continuing education literature, specifically education, marketing, business, and assessment. …show more content…
Questions arise regarding the necessity, responsibility and/or requirements for a code of ethics in adult education, and further questions arise regarding the professionalization of adult education. Sork describes numerous ethical codes previously implemented throughout history. For example, he discusses the impact a code of ethics could have had on the history of practice in psychology, had it been in place from the beginning. Additionally, he questions the premise that the field of adult education is “inherently virtuous and/or morally harmless” (Sork, 2009, p. 28). Sue Folinsbee writes chapter 3 based on workplace literacy. She admittedly alters her practice and implementation tools based on how the actual workplace environment presents itself. Her goal is to find common ground between workers and management. The challenge is to acknowledge competing interests and assess changes in her delivery based on the most ethically correct parameters (Folinsbee, 2009). Ethical dilemmas resides in balancing stakeholder interests with responsibility to the final project goals. Talmadge Guy, professor at University of Georgia considers ethics in teaching. He attempts to create an open environment for critical, respectful dialogue. Discussions involving race, class, and gender and the freedom of speech create difficult dialogues in his classroom. Both positive and negative examples, representing a free exchange of ideas ranging from agreement to silence are presented in his writing. He questions whether merely interceding in his classroom discussion, thereby asserting his authority in a democratic process, stifles the learning process (Guy, 2009). His concern regarding those that exhibit silence forces him to examine whether the silence is actually resistance or apathy. Unfortunately, his dilemma is further exacerbated by the fact that he is engaged in an online class. The online environment does not yield the full value of body language and attitude (Guy, 2009, p. 50). Catherine Hansman, discusses the pitfalls of mentoring doctoral students through the minefields that may appear in that process in chapter 5. She indicates that, as a novice, she made some errors in her mentoring which, in one case, ended a relationship. She was, however, positively impacted in another experience. During the process of acting as a mentor, a close relationship may develop which could be potentially problematic when divvying out constructive criticism, deadlines, etc. Goals are three-fold; a) do no harm; b) communicate honestly; and c) examine power and privilege (Hansman, 2009, pp. 61–62). Dilemmas arise when the lines are blurred and constructive criticism challenges the relationship between mentor and the mentee. In chapter six, Tom Heaney writes of social justice application in ethical decisions. He states that “we are guided not by an absolute application of ethical imperatives, but by probabilities—achieving the greatest good for the greatest number” (Heaney, 2009, p. 71). Social justice may, in some cases, preempt the ethical considerations that we would normally make if there is a greater good or a greater number advantaged. Additionally, issues of “fairness” and “justice”