ABSTRACT
By the beginning of the 21st century, a substantive body of empirical, practical, philosophical, and theoretical scholarship on moral education; the moral dimensions of teaching, learning, and classroom life; and moral agency had accumulated. This chapter reviews the literature according to four domains of teaching practice, teachers' vision; content to be taught and learned; teaching strategies; and methods of assessment. Character education, cognitive development and care ethics, the three main approaches to moral education, originally offered strategies particular to their own agendas, namely the cultivation of virtue, moral reasoning, and caring relationships. Cultural and structural characteristics of classroom life that impart morality include rituals, ceremonies, rules, regulations, duties, behavioural expectations, and processes. Caring relationships between teachers and students are thought to enhance the morally instructive influence of teachers' personal morality. Moral education strategies are embedded in professional practices related to the delivery of academic curricula and the management of classroom behaviour.
