As important as we all agree morality to be, it is striking that schools do not consider ethics courses an option worth offering.
In Chapter 2 we distinguished between socialization, training, and indoctrination on the one hand,and education on the other.
To put a little flesh on these theoretical bones, we will take sex education as a case study.
We trust that it is uncontroversial to say that schooling is unavoidably a moral enterprise.
Needless to say, this is a deeply controversial approach—and is now widely rejected.
The character education movement of the last decade has been a response, in part, to the perceived relativism of values clarification.
Religion and art, by contrast, have been largely ignored (and are not even elective possibilities in many schools).
As a result, schooling encourages a rather more materialistic and less spiritual culture—a matter of some moral significance.
Of course, good people can make bad judgments; it's often not easy to know what is morally right.
The second task of moral education is to provide students with the intellectual resources that enable them to make informed and responsible judgments about difficult matters of moral importance.