Reasons, Rules and Virtues in Moral Education

Practical and theoretical shortcomings of an approach to moral education based on the development of moral reasoning are noted and the alternative of promoting the virtues is considered. The identification of appropriate virtues with modes of commitment and conduct supportive of a particular way of life is held to raise the further question of why a particular way of life should be favoured, and how our own way of life should be characterised. This latter, permitting social and geographical mobility, anonymity and value pluralism, is contrasted with that of smaller, more traditional communities paradigmatic of communitarian ethics. An ethic of respect for equal freedom is held to be compatible with the current nature of society and to be favoured by the virtue of appropriate self‐assertion. The educational implications of such a conclusion are explored.