ABSTRACT
This chapter argues that history is the record of men and women making relative choices in absolute terms at varying levels of conscious awareness. It also argues that the study of this process is conducive through the experiencing of awe, charity and time-transcendence to moral development. Both propositions were then illustrated by the examples of the Irish Question, Port-Royal, the Slave Trade and Hiroshima. If moral development consists in learning the difference between right and wrong and acquiring the capacity to apply that lesson, then History is a terribly teasing teacher. The brief historical studies, which now follow, are based on personal experiences of undergraduates and post-graduate teaching. They are intended to demonstrate how the moral development of students can be fostered without preaching at them or conniving at their evasion of the tragic element in human existence as revealed by men and women always making relative choices in absolute terms.
