Conclusion
In conclusion, moral and ethical criteria generated by normalized reality, steers and directs what we who practice in the field of educational technology do. The challenge for us is to see and to understand our field as a construct within a particular tradition at a particular point in time. As national boundaries dissolve, time is reformatted, and distance (space) becomes almost non-existent, the challenge is to understand and honor different ethical perspectives, while at the same time search for a truth which values and transcends the individual and the community, to reach a common good.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Apple, M. (2001). Educating the right way: Markets, standards, god, and inequality. New York: RoutledgeFalmer.
Fish, S. (1980). Is there a text in this class: the authority of interpretive communities. Cambridge: Harvard University Press.
Goodman, N. (1978). Ways of worldmaking. Indianapolis: Hacket Pub. Co.
Hamelink, C. (2000). The ethics of cyberspace. London: Sage.
Hinman, L. (1984). Ethics update glossary. http://ethics.acusd.edu/ Glossary.html
Lovibound, S. (2002). Ethical formation. Cambridge: Harvard University Press.
Muffoletto, R. (2001). Education and technology: Critical and reflective practices. Cresskill: Hampton Press.
Percesepe, G. (1995). Introduction to ethics: Personal and social responsibility in a diverse world. Englewood Cliffs: Prentice Hall.
Rights and permissions
About this article
Cite this article
Muffoletto, R. Ethics: A discourse of power. TECHTRENDS TECH TRENDS 47, 62–66 (2003). https://doi.org/10.1007/BF02763286
Issue Date:
DOI: https://doi.org/10.1007/BF02763286