Abstract

In this chapter I want to take up the specific question of the relationship between moral education and empirical findings in psychology. I will argue that moral education programmes are theoretically possible and would benefit in their practical application from empirical research already in existence in psychology. I will argue that situationism does not pose a threat for moral education, properly conceived, and that, in fact, educators can and should make use of situational factors. It strikes me that much of the debate in this field is hampered by incomplete or partly inaccurate understandings of the main concepts, in addition to conflicting versions of what it is that we should be aiming for in the first place.