Abstract

When Richard Peters wrote Ethics and Education (1966) he could scarcely have imagined the revolutions in ethics that have since occurred. Nor could he have imagined the way philosophers have created curricula and codes of ethics that have been incorporated in the various professional spheres within and beyond education. Whether this signals a decline in the trust that professionals might once have claimed, the diminishing of a strongly internalised sense of responsibility, or merely an extension of the natural developments of professionalisation is not yet clear.