He suggests that the answer to problems of relativity in...

He suggests that the answer to problems of relativity in moral thinking should be answered by closer focus on the processes of thinking about and rationalising moral issues. However, Carr (1999) concludes that liberal moral education, with its tolerance of a wide range of moral perspectives, excluding those which infringed on individual rights, failed to establish or explore ‘which human goals are worthier of pursuit than others.’ (p38).

Straughan (1982) suggests that the determining the content of moral education is problematical because nothing can be categorically determined as morally right and that moral agents need to be able to make rational judgements and choices to be moral. However, he also argues that whereas following the dictates of an external moral authority has no value as a basis for moral development, developing a rational conscience, in which the moral authority is internalised, has.

Jonathan (1999) also states that the development of critical reasoning is not sufficient in moral education as it does not in itself provide the framework upon which to develop and structure moral values. However, responses to the perceived crisis of moral decline vary. Straughan (1982) suggested that the perception that a moral vacuum had entered the classroom, as the declining influence of religion severed society from moral certainties, was a flawed concept.

Straughan argues that the ‘moralistic argument ‘ is untenable as it is not possible to educate for moral certainties or to teach children ‘to be good’. (1982:9). Straughan suggests that while educators affect value neutrality and value clarification to support the development of individual moral reasoning, in fact values are transmitted through in all educational institutions through pedagogical choices and practices.

Wilcox and Ebbs (1992) suggest that the learning community is the key element in supporting the ‘scholar teacher/researcher’ to balance individual and group needs as they negotiate ‘teaching, discovery, application and integration.’ The learning community provides coherence to the experience of members and supports the development of an ethical basis for the institution as a whole.