Search results for: Martin Christopher

This paper explores the extent to which and ways in which philosophical ethics can make an educational contribution to teachers’ understanding of their practice as a distinct moral domain. Philosophical ethics is argued to facilitate two necessary features of teachers’ moral understanding of their practice. The article characterizes the educational value of these contributions as an on-going learning process of moral inquiry and practice that is best implemented through a form of liberal education. This characterization serves to distinguish it from approaches that would aim to initiate teachers into particular ethical frameworks, on the one hand, or a subjective or relativistic moral pluralism, on the other.