ABSTRACT
The development of moral learning has often been cited as a fundamental purpose of history education. However, its place in history learning today is, for a number of reasons, contested. There are some commentators who would reject the idea that a foremost aim of the subject is to develop pupils’ moral understanding, and who would suggest that to pursue moral aims undermines the true goals of history education. Even where there is agreement as to the importance of moral outcomes, there is not necessarily consensus about the form which such learning should take. This chapter takes the view that it is both important and necessary for teachers of history education to consider the place of moral learning within their subject and to engage in careful reflection as to the ways in which pupils encounter values within their classrooms. The issues involved are explored in the following way. First, the arguments advanced against the place of moral learning within history education are considered, and these are rejected in light of positions which view moral exploration as a key element of the subject. Second, on the premise that moral learning does and should possess an integral place within history education, a number of challenges are raised regarding the possible form and focus which this might take. Within both the second and the concluding section some suggestions are offered for further research and discussion in this area.
