Ethics in Adult Education & Narrative

1. Ethics in Adult Education & Narrative Jennifer Vinz

2. What do you think of when you hear the words ethics in adult learning?

3. Today’s Quote… “The practice of adult education is an endeavor which ethical choices are not some abstract ideal but are embedded in the very fabric of practice,” (Cervero, 1989, p. 110).

4. Decisions Adult Educators May Face • Not always negative: trying to make the best decision among 2 or more “good” choices • Personal values conflict with learners or subject • Outside responsibilities conflict with teaching adults • For some teaching adult learners may not be the full-time job • Self disclosure issues • Willingness to be open to same kind of learning and transformation as students (Rossiter & Clark, 2007)

5. Ethical Decision Making Model (EDM) • A model created by Ralph G. Brockett & Roger Hiemstra • Not to be used as a prescriptive guide, rather meant to raise questions while working through issues • Decisions we make in practice often happen very quickly, so it is a good idea to know where you stand and what you believe prior to an incident

6. What does the Model Look Like? Obligations Consequences Values

7. Values • Personal beliefs & how our beliefs drive our actions • What do I believe? • How committed am I to the beliefs I hold?

8. Obligations • If fulfilling one obligation and not another is when problems arise • To our learners • To ourselves • To our employers • To society • To our profession

9. Consequences • Choice of possible solutions • When you internalize values you can better consider options • Some options are more viable or attractive than others

10. So… What does this look like for an adult educator? • Brockett & Hiemstra (and Dr. Rossiter) believe it is important to have a philosophy of adult teaching and learning • We are probably all working on that now! • This statement will help you understand what your beliefs and values are

11. Ground Rules and Climate Setting • From Narrative and the Practice of Adult Education by Marsha Rossiter & Carolyn Clark • Developed for traditional classroom • Meaning face-to-face instruction • In a narrative setting, but I feel these could apply in any adult education setting

12. Ground Rules Continued… • Rules ideally should be generated by the group, not imposed by the educator (Taylor, Marienau, & Fiddler, 2000) • Create a supportive climate • Caring about your learners • Stories belong to the teller • No coercion • Teller decides on what is shared • Reminds me of Randall’s Inside-Out (story you tell the world) • Receptive listening • No evaluation of what is shared • Do NOT try to “fix” the teller • Stories are emotional • We are sharing ourselves • Deeply engaged in learning • Realizing that it is a difficult task

13. Self Disclosure • Very sensitive topic • IF a learner is • Making others uncomfortable • Breaking established rules • Drifting off topic • The facilitator must re-direct or interrupt to keep the group’s trust and confidence • If the setting is no longer safe, sharing is difficult

14. Conclusion • Meant to give you a head’s up about issues that may arise as a facilitator • Remember the importance of knowing what your beliefs and values are • Thank-you for your time!

15. Resources Brockett, R. , & Hiemstra, R. (2005). Promoting ethical practice in adult education. Adult Learning, 16, 4-6. Hatcher , T. , & Storberg-Walker, J. (2004). Developing ethical adult educators: A re-examination of the need for a code of ethics. Adult Learning, 14, 21-24. Imel, S. (1991).Ethical practice in adult education. ERIC Digest, (116). Randall, W.L. (1996).Restorying a life: Adult education and transformative learning. Aging and Biography, 224-246. Rossiter, M. , & Clark, M.C. (2007). Narrative and the practice of adult education.Malabar: Krieger Publishing Company. Taylor, K. , Marienau, C. , & Fiddler, M. (2000). Developing adult learners. San Fransico: Jossey-Bass.