ABSTRACT
This chapter attempts an anthropological commentary on the currency of a moral curriculum. What seems to be proposed is a new bolt-on element to the National Curriculum as a response to a perceived moral crisis (SCAA, 1996a, b). Much of the discussion pays scant attention to the fact that schools inevitably are moral agents of the state and that pupils are themselves moral beings. Any changes that may be proposed will not fill a moral vacuum but will have to fight for space in a fully formed existing social world.
