ABSTRACT
This chapter describes that the moral professional model is broadly a neo-Aristotelian. The Jubilee Center for Character and Virtues in England goes for courage, justice, honesty, compassion, gratitude and humility/modesty "foregrounded in some of the most influential philosophical and religious forms of morality". Moral identity for the teacher is therefore built out of commitment to the values which the individual encounters and which become dispositions of character and thereby virtues. The application of the virtue-as-disposition to teaching, rather than the disposition-as-personality-trait, is justified by the normative moral context of teaching. To indicate why, distinctions need to be identified, first, between personality traits and dispositions as a species of personality trait. Social justice looks a sloppy concept, if regarded as a disposition or a virtue, rather than an ideal or a principle implying political procedures. That clears the ground for examination of the complexity of dispositions as virtues.
