Abstract
The monography addresses the need of ethically reasoned goals and content in the education of adults. Thus it proposes theoretical reflexion of andragogical ethics and contributes to the initiating of interdisciplinary discourse regarding the possibility of establishing such ethics.
In the first chapter the monography offers the genesis of the idea of creating an andragogical ethic and outlines the fundamental theoretical bases. In the second chapter it explains the necessity to anchor the andragogical ethics in the philosophical conception of man.
In this context the monography thus deals with such philosophical and anthropological conceptions that place the issue of an adult in the premise of their never finished growth. The third chapter elaborates on axiological dimensions of paradigms in the education of adults.
Furthermore it touches the issue of andragogical practice as facilitating moral development of adult individuals and posits reasoning in favor of establishing andragogical ethic. The fourth chapter offers a view on the andragogical ethic from the perspective of profession and organization theories.
The base assumption is such that ethics and ethos may be considered structuring elements of the field and practice. Profession is accordingly understood as such area of practice in which the issues of andragogical ethic culminate.
The last, fifth chapter analyses chosen andragogical ethical aspects in the education of adults and focuses especially on the ethical competence of the lecturer.