Abstract

Many would agree that, at present, moral education is one of the most demanding areas within the formal system of education. As a consequence, a great deal of literature on theoretical aspects of moral education, moral development, and practical approaches to the teaching of ethicshas been published for the last twenty years. My point in this paper is that it is impossible to introduce moral education at school unless we have a clear concept of a morally educated person. My goal is to arrive at such a concept, which we can use to evaluate our curriculum and our methodological procedures.