ABSTRACT
The chapter considers various teaching methods, e.g. didactic teaching, experiential learning and discussion: it asks how and in what ways these are appropriate to the presentation of an ethical curriculum to learners. The chapter takes into account the views of students about how material is presented to them; and it asks pertinent questions about examinations and examination boards. The text will cover matters relating to interdisciplinary approaches to learning and how these compare ethically to subject-based teaching. There is an extended section looking at the need for teachers not to bias their teaching by being selective about the material they present. The chapter ends with a couple of ethical puzzles to be solved regarding issues related to teaching/learning contexts.
