The teaching of ethics in school is considered important and necessary. But can ethics be taught? And should its teaching consist in conveying knowledge about ethical concepts, possibly a discussion around them, or rather in shaping students’ moral attitudes and appropriate behaviour? The article engages in reflection on these problems with reference to various traditions of ethical thought and moral theory. It proposes to take the contemporary renewed Aristotelian virtue ethics as the main point of reference and basis for educational (...) practice. The concept of phronesis as practical rationality, allowing the formation of moral judgements that are both context-sensitive and take into account the complexity of interests and goods that are difficult to agree upon, seems to be a still valid model for moral education. Teaching and discussion oriented towards the consideration of concrete cases and stories, i.e. training the skills of this type of judgement, avoids the dangers of learning focused on theoretical issues: becoming entangled in definitional ambiguities in defining moral values, or thinking detached from emotion and experience. Learning that consists of analysing a philosophical tradition runs the risk that the knowledge imparted will prove inadequate to the age and level of personal development of the student, generating moral subjectivism and relativistic scepticism. However, this argument is not directed against theorising and the introduction of abstract considerations in the educational process, even at the earliest stages: theorising and the construction of rational justifications are necessary but should result from the inspiration and development of intellectual predispositions, not from the transmission of ready-made knowledge. (shrink)

. Is R.S. Peters' way of mentioning women in his texts detrimental to philosophy of education? Some considerations and questions. Ethics and Education: Vol. 7, Creating spaces, pp. 291-302. doi: 10.1080/17449642.2013.767002.