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Ethical Practice Contributes to Professionalization in Adult and Continuing Education

Ethical Practice Contributes to Professionalization in Adult and Continuing Education Ethical Practice Contributes to Professionalization in Adult and Continuing Education The Debate Continues Michael K. Freeman, James M. Shaefier, and Donna L Whitson he practice of adult and continuing mn and desire are in harmony. Such harmony for jl. education brings numerous opportuni- adult and continuing education may ideally be a product ties and responsibilities to those who of the effective practice of adult education principles. This endeavor ti participate as learners, article focuses on considerations particularly relevant to teachers, and facilitators. k a field, adult and continuing the ethical practice of adult and continuing education education has dedicated and hardworking practitioners. and how those considerations relate to the professional- That characteristic and being a relatively new discipline, ization of our field. could explain why some aspects of the profession have A Code of Ethlcs? not yet been fully explored and defined. Ralph Bmkett (1988) suggests that adult education is an action orient- Singarella and Sork (1983) challenged adult educators ed field, in which practitioners can easily become focused to explore the issues of ethics and professionalism by ask- on day-today programmatic issues at the expense of the ing such questions as: How is the field of adult education http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Adult Learning SAGE

Ethical Practice Contributes to Professionalization in Adult and Continuing Education

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Publisher
SAGE
Copyright
© 1993 American Association for Adult and Continuing Education
ISSN
1045-1595
eISSN
2162-4070
DOI
10.1177/104515959300500205
Publisher site
See Article on Publisher Site

Abstract

Ethical Practice Contributes to Professionalization in Adult and Continuing Education The Debate Continues Michael K. Freeman, James M. Shaefier, and Donna L Whitson he practice of adult and continuing mn and desire are in harmony. Such harmony for jl. education brings numerous opportuni- adult and continuing education may ideally be a product ties and responsibilities to those who of the effective practice of adult education principles. This endeavor ti participate as learners, article focuses on considerations particularly relevant to teachers, and facilitators. k a field, adult and continuing the ethical practice of adult and continuing education education has dedicated and hardworking practitioners. and how those considerations relate to the professional- That characteristic and being a relatively new discipline, ization of our field. could explain why some aspects of the profession have A Code of Ethlcs? not yet been fully explored and defined. Ralph Bmkett (1988) suggests that adult education is an action orient- Singarella and Sork (1983) challenged adult educators ed field, in which practitioners can easily become focused to explore the issues of ethics and professionalism by ask- on day-today programmatic issues at the expense of the ing such questions as: How is the field of adult education

Journal

Adult LearningSAGE

Published: Nov 1, 1993

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