Abstract
This paper will argue that the most important ingredient in the provision of moral education is a supportive context both within the individual school and in a society's schooling system, and that policies and practices in relation to the school curriculum are of particular importance in this respect. It will also stress the converse of this, namely that, if the schooling system and especially the school curriculum are framed in terms and on models which do not reflect the moral values and principles we are concerned to promote, then moral education becomes difficult and probably impossible.
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