ABSTRACT
When I first began to study moral philosophy, and to think about moral education, I frequently encountered the assumption that there is a certain way in which people ought to think about moral questions, and hence the idea that moral education should involve teaching pupils—or at least in various non-didactic ways enabling or encouraging pupils—to think in the appropriate way. In recent years these ideas seem to have become deeply unfashionable. To put the theme of this chapter concisely, I believe these ideas are well worth resuscitating.
