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                                  %ACADEMIC HONESTY 730901

     Within  institutions  of  higher education  when  one
speaks  of  academic  honesty it is  usual  to  limit  the
implications to decisions and actions of students. Usually
the  implications,   are further limited to  honesty  with
respect   to   indicating  instances  where   credit   for
accomplishment is due to others than self,  such as within
essays, research papers,  problem sets,  and examinations.
In particular,  the term is used in relation to situations
which  are  relevant  to  the  certification   aspect   of
education   and  certification.    The  need  to  strongly
emphasize academic honesty arises through the conflict  of
interest    inherent    in    combining   education    and
certification.   It  may  be helpful to consider  academic
honesty  as  having  potentially  broader  meanings,   and
examine  the  broader  implications  of  the  conflict  of
interest    inherent    in   combining    education    and
certification.

     The  need  to  emphasize  academic  honesty  in   the
traditional  narrow sense arises from the way students are
motivated  to play  games.   This is often  manifested  on
examinations  in the form  of cheating which is one of the
ways in which students play games with their  instructors.
In  what other ways do students play games which relate to
academic honesty in its broader sense?

     Consider a  group discussion in which  the  topic  of
discussion   pertains  to  codes  of  conduct,   religious
doctrines,   patriotism,  traditions,  taboos,    or  most
anything  of  great importance to students.    It  is  not
likely  that  students  and instructor  meet  with  mutual
understanding  in  relation  to such questions.    If  the
instructor has the power of the grade and the  student  no
counter-balancing power,  it is not likely that there will
be  academic  honesty in its  broadest  sense!    In  many
instances the student may not safely be honest,  and so in
self defense plays games.   (Freedom of speech is an empty
concept in those instances.)

     In  such  situations honest dialogue  is  impossible.
There  is no  authentic meeting.  There is little  if  any
education. Through the use of many techniques there may be
training, but relatively little carry-over value.

     Professors   have  few  occasions  in  which  to  set
examples with  respect to  academic honesty of the  narrow
kind.   They take few tests and are good at footnoting. It
is  far  more  difficult  for Professors to  be  effective
examples  with respect  to honesty in the broader context,
and perhaps that is why it is so rarely emphasized.

                         (c) 1999 by Paul A. Smith in
  GO:  essayz.com     "Search for Integrity and Honesty"
                    (On Being Yourself, Whole and Healthy)

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