ABSTRACT
With passages from classroom discussions and teacher interviews, attained through a yearlong micro-ethnographic study, this chapter outlines and illustrates seven practices by which an elementary schoolteacher wittingly imparts morality to her students. Collectively, these practices represent the assumptions, beliefs, and practical implications of more than one theoretical, philosophical, and ethical perspective, including those associated with character education, cognitive development theory, and care ethics. Categorized as teaching morally and teaching morality, they embody a pluralistic and inclusive approach to school-based moral education. To characterize this approach, the author suggests an expanded definition of moral agency.
