Short Note on Ethics in Learning Processes in Higher Education: A Critical Analysis
November 2024
Marc Jacquinet
Introduction
The integration of ethics into higher education learning processes represents a fundamental challenge in contemporary academia. This analysis examines the complexities, approaches, and challenges in embedding ethical frameworks within higher education, considering both theoretical foundations and practical implementations.
Theoretical Foundations of Educational Ethics
Educational ethics in higher learning institutions stems from both philosophical traditions and modern pedagogical approaches. As Noddings (2013; 23) argues in Philosophy of Education, ethical education must transcend mere rule-following to embrace a deeper understanding of moral reasoning and decision-making. This perspective aligns with Kohlberg’s theory of moral development, which emphasizes the progression from conventional moral reasoning to principled ethical thinking.
Contemporary Challenges in Ethical Education
Digital Age Complications
The digital transformation of education has introduced new ethical complexities. Strike and Soltis (2021) in “The Ethics of Teaching” highlight how online learning environments create unique challenges regarding academic integrity, privacy, and equitable access. The rise of artificial intelligence and automated assessment tools further complicates traditional notions of academic honesty and assessment fairness.
Cultural Diversity and Ethical Relativism
Modern higher education institutions increasingly serve diverse student populations, raising questions about cultural relativism in ethical teaching. Banks and Banks (2019) in “Multicultural Education: Issues and Perspectives” emphasize the importance of developing ethical frameworks that respect cultural differences while maintaining core academic values.
Pedagogical Approaches to Ethics Integration
Experiential Learning
Case-based learning has emerged as a powerful tool for ethical education. Kolb’s experiential learning theory, as discussed by Moon (2020) in “A Handbook of Reflective and Experiential Learning,” provides a framework for engaging students in real-world ethical dilemmas. This approach helps bridge the gap between theoretical understanding and practical application.
Critical Reflection and Dialogue
The development of ethical reasoning requires structured opportunities for reflection and dialogue. Brookfield’s work on critical reflection, outlined in “Becoming a Critically Reflective Teacher” (2017), emphasizes the importance of challenging assumptions and examining power structures in educational settings.
Assessment and Evaluation of Ethical Learning
Traditional assessment methods often struggle to capture ethical development adequately. Rest’s Four Component Model, as analyzed by Bebeau (2018) in the Journal of Moral Education, provides a framework for evaluating moral sensitivity, judgment, motivation, and character. However, challenges remain in creating reliable metrics for ethical competency.
Institutional Responsibility and Leadership
Higher education institutions bear significant responsibility in fostering ethical learning environments. As discussed by Kezar and Posselt (2020) in “Higher Education Administration for Social Justice and Equity,” leadership must actively work to create institutional cultures that support ethical behavior and learning.
Future Directions and Recommendations
Curriculum Integration
Ethics education should be integrated across disciplines rather than confined to specific courses. This approach, supported by research from the Association of American Colleges and Universities (2022), suggests that ethical reasoning skills develop most effectively when reinforced throughout the curriculum.
Faculty Development
Institutions must invest in faculty development to support ethical teaching practices. Palmer’s work (2017) in “The Courage to Teach” emphasizes the importance of preparing educators to facilitate ethical discussions and model ethical behavior.
Conclusion
The integration of ethics in higher education learning processes requires a multifaceted approach that considers pedagogical innovation, institutional support, and cultural sensitivity. Success in this area demands ongoing commitment to developing both theoretical frameworks and practical applications that prepare students for ethical challenges in their professional and personal lives.
Other texts will be elaborated on teaching, learning, humility, and integrity.
References
Banks, J. A., & Banks, C. A. M. (2019). Multicultural Education: Issues and Perspectives (10th ed.). Wiley.
Bebeau, M.J., Thoma, S.J. “Intermediate” Concepts and the Connection to Moral Education. Educational Psychology Review 11, 343–360 (1999). https://doi.org/10.1023/A:1022057316180
Bebeau, M. J. (2008). Promoting ethical development and professionalism: Insights from educational research in the professions. U. St. Thomas LJ, 5, 366.
Brookfield, S. D. (2017). Becoming a Critically Reflective Teacher (2nd ed.). Jossey-Bass.
Brooks, J. S., Normore, A. H., Brooks, M. C., & Sum, N. (2022). Globalization and education : teaching, learning and leading in the world schoolhouse. Information Age Publishing, Inc. https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=3104603
Campbell, E. (2008). The Ethics of Teaching as a Moral Profession. Curriculum Inquiry, 38(4), 357–385. https://doi.org/10.1111/j.1467-873X.2008.00414.x
De Koninck, T. (2010). Philosophie de l’éducation pour l’avenir. Presses de l’Université Laval. https://www.deslibris.ca/ID/434758
Kezar, A., & Posselt, J. (2020). Higher Education Administration for Social Justice and Equity. 2nd edition, Routledge.
Lincoln, Y. S. (1998). The Ethics of Teaching in Qualitative Research. Qualitative Inquiry, 4(3), 315-327. https://doi.org/10.1177/107780049800400301
Moon, J. A. (2020). A Handbook of Reflective and Experiential Learning: Theory and Practice. Routledge Falmer.
Noddings, N. (2013). Philosophy of Education (4th ed.). Westview Press.
Palmer, P. J. (2017). The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life. Jossey-Bass.
Strike, K. A., & Soltis, J. F. (2021). The Ethics of Teaching (6th ed.). Teachers College Press.
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Marc Jacquinet (6 novembre 2024). Short Note on Ethics in Learning Processes in Higher Education: A Critical Analysis. Critique du management. Consulté le 28 avril 2025 à l’adresse https://doi.org/10.58079/12zvt