Ethical issues in adult education are often open-ended, complex, problematic situations. The real question is not which side is right, or to which moral choice principle practitioners must appeal, but simply how they can engage those situations intelligently and constructively. In this article, the author proposes a "meta-ethical reorientation," new ways to think about how practitioners conceptualize ethical analysis and decision making. He thinks past the usual choices offered between philosophical approaches and created by the oppositional positioning of components that surround an ethical issue.