Abstract

Sketched in somewhat general terms, there are two basic ways of going about teaching ethics: the moral indoctrination approach, which is essentially a rote learning exercise; and the moral engagement approach, which emphasizes listening to others in an open-minded manner and coming to carefully considered conclusions only after thoughtful reflection about differing views concerning matters of controversy. For reasons both practical and philosophical, the second approach, which emphasizes the development of critical thinking skills, is vastly preferable. If the moral engagement approach is to work, however, it is essential that academic freedom for students in the classroom be ensured, for developing critical thinking skills is not possible if there is not freedom to think.The professor has the primary responsibility for maintaining a classroom environment in which students are comfortable giving expression to their views and for assisting students in the development of their critical thinking skills