One traditionally important part of education, broadly conceived, is to foster moral development. Drawing on the long history of moral life, and using examples of moral progress, the chapter elaborates an approach to moral decision-making. It argues that the method used must be collective. No individual, whether sage, priest, prophet, philosopher, or professional ethicist, has the final authoritative word. Rather, moral reform should emerge from the style of deliberation identified in Chapter 4. This perspective is used to suggest ways of helping the moral growth of children, adolescents, and adults. Chapters 3–5 thus combine in a synthetic picture of how two of the main goals of education—personal fulfillment and morally responsible citizenship—might be achieved together.
