Teaching Moral Thinking: A Reconceptualization

Abstract

During this last decade, research in teaching moral thinking shows that certain fundamental questions need to be addressed. In this article, I examine three of these questions: l) 1 f moral deliberation is practical thinking, what kind of rationality does it call for? 2) If this rationality is progressively acquired, what transformations does moral thinking undergo? and 3) If these transformations are favored or hampered by education, what kind of teaching would best foster the advent of mature moral thinking?