After explaining why colleges cannot avoid teaching ethics across their undergraduate curricula, this chapter shows how an outcomes-based approach can be used to more effectively cultivate students' capacity for ethical deliberation.

Effective ethics teaching and training must cultivate both the critical thinking skills and the character traits needed to deliberate effectively about ethical issues in personal and professional life. After highlighting some cognitive and motivational obstacles that stand in the way of this task, the article draws on educational research and the author's experience to demonstrate how cooperative learning techniques can be used to overcome them.

Moral conflicts are real, and while a deontic logic containing a modified "agglomeration rule" may be able to accommodate this fact, even the most sophisticated logic will still overlook much of what everyday normative reasoning involves.