ABSTRACT
This chapter shows how a full conception of the moral life might influence our conception of teaching as a practice by incorporating intellectual moral virtues and the individual's development as a teacher, which this Knowledge Base Project sought. The British philosopher Richard M. Hare was a prisoner of war in Japanese custody from 1942 through 1945, where he worked out a view of moral thought based on universal principles that appeared in his 1952 book The Language of Morals. There are at least two objections to this approach to the primacy of the moral. First, it leaves to later chapters matters of diversity on schooling, for example, as expressed in James Banks's (Banks, 2002) articulation of transformative knowledge. Second, however, it is an anachronism, dealing with a paper written 30 years ago and putting to one side the various forms of sophistication of the ideas since then. Moral language, to repeat, describes both educational ends.
