ABSTRACT
In this final chapter I am concerned with the limited question of what, if anything, parents and teachers may legitimately do in respect of cultivating adherence to moral values in their children. The central issue, as will become apparent, is the spectre of indoctrination which floats ominously around any talk of guiding, shaping or forming moral values. I shall not be going into certain other equally important questions about moral education in any detail: questions such as, What is the most effective way to morally educate children? What is the distinction between moral education and moral training? What is logically involved in having a moral concept? This is therefore in no way a complete account of moral education. It concentrates on one major issue that has to be resolved before anything else can profitably be said: given the uncertain nature of moral propositions, are we morally entitled to contribute deliberately to the formation of specific moral values in children, and, if so, in what way?
