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ERIC Number: EJ912852
Record Type: Journal
Publication Date: 2010
Pages: 8
Abstractor: ERIC
Reference Count: 4
ISSN: ISSN-0271-0633
Empowering Reflective Ethical Engagement in Field Settings
Cohen, Perrin
New Directions for Teaching and Learning, n124 p47-54 Win 2010
Intrinsic to experiential learning is the challenge of empowering students to both reflectively engage with and inquire into ethical issues, while facing time, task, social, and other daily pressures. As designated "learners" in a professional setting, experiential education students typically see themselves as having little authority within the organization or group. This perception is commonly reinforced by others and undermines what would otherwise be their usual sense of moral authority and confidence. Students feel they do not have the right to express or share ethical concerns in such a setting, thinking "What do I know?" The result is that students often become ethically disempowered, disengaged, and passive even though they may sense that certain actions or procedures are "off" and need reflective attention and understanding. The pressures of expediency, distractions, and desensitization, as well as desires to succeed, fit in, and be acknowledged, strengthen habits of ethical complacency. The author refers to such habits as "ethical bypassing." Fortunately, ethical bypassing need not be part of a student's learning experience. This article describes how teachers, supervisors, and administrators can help students circumvent "ethical bypassing" by strengthening practices of reflective ethical engagement and inquiry. (Contains 1 table.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: Teachers; Administrators
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Massachusetts