Online research in philosophy

Abstract This paper argues that the moral education approach to social studies education is unsound pedagogically and politically. Pedagogically, the approach requires types of skills most teachers do not have, ignores the realities of classroom and school authority structures, assumes more stability in moral reasoning than students possess, and does not permit the use of teaching strategies that might otherwise be optimal. Politically, the approach misunderstands the nature of political decision?making, which is founded on a logic at variance with that (...) of moral reasoning. In addition, the moral education approach is politically biased in ways which could damage particular groups or ideologies in the society. The article concludes that the gains to be obtained from this new approach are limited, and the dangers many. (shrink)