A complete theory of moral education: integrating moral reasoning, moral habits, moral imagination and moral emotions through philosophy in schools

This paper outlines a complete theory of moral education, which is underpinned by a Deweyian notion of moral inquiry. Moral inquiry is the process of working through moral problems and formulating judgments about how to act in moral situations. Moral inquiry is only effective when it integrates reasoning, imagination, the emotions, and moral habits (e.g. being caring, honest, courageous). Often theories of moral education emphasize just one, or some, of these capabilities. Some theorists even suggest that some of these capabilities are incompatible. For example, Lawrence Kohlberg believed that the capacity for moral reasoning was incompatible with moral habits. Such approaches to moral education are incomplete and ineffective. In contrast, Philosophy for Children can be used, within all school subjects, to foster a Deweyian notion of moral inquiry that integrates all the capacities needed to live a moral life – namely, moral reasoning, imagination, emotions and habits.