ABSTRACT
This paper represents an attempt to interrelate moral philosophy, moral development and moral education. Before we discuss our topic, a remark concerning the way in which we approach the problem is in order. Any attempt to establish a direct deductive connection between moral philosophy, moral psychology and education would disregard the fact that each domain has its own specific way of conceptualizing its problems. Rather, it appears appropriate to analyze the natural emergence of moral reasoning and decision-making in the light of a normative theory of moral reasoning while at the same time highlighting the necessary empirical conditions for participation in moral discourse. In the following we shall outline the principles of a theory of discursive ethics. In the light of this framework we shall analyze the development of reasoning about an everyday moral conflict. Finally, some ideas for a concept of analytical moral education are put forward.
