Artifact 1- Philosophy and Ethics
Artifact 2- Face to Face Interview
This essay reflects reasons why I choose artifacts 1& 2 for completing SLO 7. Philosophy and ethics relates to how I might approach adult education articulating learning experiences as an instructor and demonstrating administrative abilities in curriculum design and management. Face to face interviews helped me become aware of myself and how my presence can affect others. I was not familiar with adult education practices prior to commencing this course.
It brought me closer into recognizing that one’s personal philosophy is relevant to the success of a process or procedure. Importantly, I learnt that the philosophical elements of one’s character are the greatest impacts anyone can make on the face of this earth. Therefore, as an educator imparting values to learners from a structured premise as curriculum; applying philosophy and ethics is essential to adult education. Precisely, adults bring into the learning environment their innate philosophical paradigms along with inculcated ethical dispositions.
Knowledge of how an instructor must first be aware of his/her own philosophical educational premise in order to synchronize with educational development in adult learners was profound. This imparted a realization emerging from my own research this the concept of adult education has many connotation based on the cultural context in which it is used. Philosophically, it could mean teaching adults from a curriculum, which they should have completed in high or middle school because that segment of education was missing from the adult’s schedule. In another dimension it means continuing education.
Consequently, this can relate to the philosophy of adult education in United States of America being hinged to a stereotyping phenomenon whereby many are labeled ‘high-school dropouts’ who return to school for completing basic general education requirements (Roehrig, 2010). This is why philosophy and ethical considerations pertaining to the learner, instructor and curriculum is relevant in the twenty-first century adult education practices as it relates to recognizing moral and ethical responsibilities within the adult Education profession.
These artifacts helped me realize that this stereotype is changing. Incidentally, people are more proned towards continuing education for professional development. According, to Catherine Hansman (2009) ethical issues are prevalent when mentoring adults. They are more acute in institutions of higher learning. As such, she advocates adapting the ethical predisposition of advisor since adults bring within the educational environment their own ethical values, which is unethical for an instructor forging them to change regardless of how the institution perceives. Precisely, it may be difficult to deny them education too (Hansman, 2009).
Regardless of the level at which adult education is dispersed ethical implications of teaching adults must be considered in curriculum planning. I learnt that adults do process information differently from children who are developing intellectually. Thus, scientific approaches towards addressing learning; instruction/ instructor and curriculum needs of adults should replace stereotyping philosophical influences regarding age, inefficiency and ‘dropout’ labels.
A modification of this artifact could read ‘new philosophies of adult education’ indicating that there is no limit to a learner’s ability to grasp information pertinent towards improving his/her life chances. Education in modern societies is a tool through, which people attain upward mobility since it is a socially constructed value. Ethically it is everyone’s responsibility to gather enough education he/she ‘can’ and ‘can’ whatever educational opportunities are available within his/her surroundings.
Hansman, C. (2009). Ethical Issues in Mentoring Adults in Higher Education. Education 123,
Roehrig, L. (2010). The ABC’s of Adult Ed. Library Journal (1976), 135 (10), 48-51.