ABSTRACT
This chapter concludes the definition of moral agency presented in Chapter One and speculates on implications for teaching practice, teacher education, and academic research to suggest how people might move forward in envisioning and enacting classroom-based moral education. Creating this portrait, author was challenged to represent the holistic nature of Ms. Terry Kennedy's moral agency. She was a moral agent teacher while also presenting an analytic discussion. Moral agency defined as teaching morally and teaching morality, offers a comprehensive conceptualization of moral education in the classroom. It is independent of any particular ethical, theoretical, and philosophical orientation, yet able to embrace the assumptions, beliefs, and pedagogies of more than on. Terry's experiences demonstrate that moral agency is developed over time, as practices for teaching morally and teaching morality are acquired and accumulate. Finally, Terry's practices and pedagogical strategies indicate a web among philosophically distinct orientations for moral education.
