ABSTRACT
There is too little communication between academic moral philosophy and the philosophy of education. They are separate countries, and a citizen of the one finds himself an alien in the other. The language change is confusing, and it is hard to feel altogether confident of one's judgment of what is and is not worth saying once one has crossed the frontier. So, at any rate, it has come to seem to me. In the present paper what I have tried to do is to proceed, by way of a discussion of instruction and indoctrination, to the consideration of a prominent theme in recent moral philosophy whose implications for moral education are, it seems to me, insufficiently appreciated in much that is written 011 the topic. There seems still to be point in emphasizing the sense in which there are open options in morality and consequently in moral education.
