Abstract

Notwithstanding its obvious educational importance, the idea of an ethics of belief has been little explored by educational philosophers. The notion turns out to be more complex and to involve more difficulties than is usually supposed. Exploring these complexities and difficulties opens up many avenues of philosophical and educational inquiry. These in turn can enrich our reflections on contemporary educational developments and on ethical aspects of teaching. In particular they alert us to the need for educational theorists to give overdue attention to the intellectual virtues.