Morals, Ethics, and Integrity: How Codes of Conduct Contribute to Ethical Adult Education Practice

Abstract

This article examines the similarities and differences in the concepts or in the usage of the terms “integrity”, “morals” and “ethics” to provide a framework for understanding why these concepts are the foundation of professional ethics and to promote a more thoughtful consideration of the need for codes of ethics for the field of adult education. The article reviews the original interpretations of these terms by the classic philosophers whose works are fundamental for a greater appreciation of contemporary ethics. Copyright Springer Science + Business Media, LLC 2006Morals, Ethics, Integrity, Codes of conduct, Consequentialist ethics, Adult education,

Sports betting and the integrity of Australian sport: Athletes' and non-athletes’ perceptions of betting-motivated corruption in sport

“…There is strong recognition that sports betting poses an increasing threat to sport integrity (Misra et al, 2013). Ethics are the key components of sport integrity and guide the morals of individuals, teams and organisations in upholding good character (Ianinska and Garcia-Zamor, 2006;McNamee and Fleming, 2007). A significant factor to maintaining sport integrity is its culture.…”

Integrity

“…Despite disagreement among scholars on the objectivity and universality of morality (Beauchamp, 2003; Gert, 2004) or how HRD vacillates between absolutist and relativist polarized distinctions (Hatcher, 2002), moral principles seem to be indispensable to the proper functioning of organizations and societies (Becker, 2009). Ianiska and Garcia-Zamor (2006) reported results from empirical studies indicating the role universal moral principles such as respect, nonmalevolence, benevolence, integrity, justice, and so forth play in promoting stability in a society; furthermore, they discussed that such principles are in alignment with people’s prospects of conduct that promote the welfare of individuals, groups, and organizations (Ianiska & Garcia-Zamor, 2006). In the same vein, Trevinyo-Rodriguez (2007) noted that moral standards are commonly asserted to be integral parts of civilizations, essential to healthy interpersonal interactions in the workplace, and necessary for the long-term survival of a society.…”

“…Moreover, this bottom segment attributed to moral integrity shows that its conceptual underpinnings inform professional integrity and personal integrity. Professional integrity has been conceptualized by many scholars to be embedded in a moral context (Ianinska & Garcia-Zamor, 2006; Pritchard, 2006; Rozuel, 2011). Thus, the middle segment is given to professional integrity.…”

“…The MA model highlights the synchronization of the three types of integrity, which is reflected in the etymological definition of integrity (Becker, 2009; De Bakker, 2007; Kaptein & Wempe, 2002). For the individual with integrity, there is a sense of wholeness, a consistency of thought, deed, and attitude in the workplace, at home, in public and alone (Ianiska & Garcia-Zamor, 2006). Becker (2009) advocated for the integrity of integrity and an absence of intrapersonal conflict.…”

Applied ethics in adult and continuing education literature

“…Further, we are not convinced that such a code would be desirable. Other participants in the debate include Boulmetis and Russo (1991); Connelly and Light (1991); Cunningham (1992) ;Freeman, Shaeffer, and Whitson (1993); Griffith (1991); Hatcher and Storberg-Walker (2004); Ianinska and Garcia-Zamor (2006); Siegel (2000); Sork and Welock (1992); and Wood (1996). This ambivalence reflected our recognition of the diversity of adult education practice and the lack of agreement on whether further professionalization was desirable.…”