Abstract

In this paper we consider the ability to master a set of methods for moral reasoning as a form of ethical competence. These methods can be roughly assembled under the headings information, vividness, and coherence. We distinguish between the theoretical characterization of ethical competence and what we take to be its practical role and argue that the ability to master these methods fits the theoretical characterization of such competence as well as fulfils its practical role. An important upshot of this result is that these methods are suitable as a basis for ethics education at various levels, at least when the goal of such education is partly practical: to provide tools for reaching justified moral decisions. Consequently, we encourage ethics educators who teach ethics with this goal to design their educational approaches in such a way that these methods are taught and practiced.