R. G. Brockett in two recent articles (1988, 1990) has proposed a model for helping adult educators think about their decision making relative to ethical issues. This model describes a process that allows adult educators to draw upon their basic values in making practice decisions. The model's three interrelated dimensions or levels of ethical practice are as follows: personal value system, consideration of multiple responsibilities, and operationalization of values. Whether they acknowledge them or not, adult educators encounter ethical dilemmas in their practice on a daily basis. Some common ethical dilemmas occur in teaching adults and in program planning. A teacher may encounter ethical dilemmas when his/her personal value system regarding the appropriate conduct of the learning situation conflicts with that of students and when other responsibilities conflict with teaching or are given a higher priority than the teaching role. Two areas of ethical dilemmas are encountered in program planning: those affiliated with needs, whether "felt" or "expressed" or whether unacknowledged by the learner; and those related to fee structures. Brockett (1990) suggests the following ideas for promoting ethical practice in adult education: examine oneself, reflect on ethics in practice, examine the practices of other professions, and encourage and support a research agenda on ethics. (YLB)