Abstract

The problem dealt with is the paradox of moral education. This paradox asserts that moral education must be either immoral or unsuccessful, because children must be indoctrinated or conditioned to be moral; if they are, then moral education is immoral. If they are not, then moral education is unsuccessful, because children will not acquire a moral character. ;It is argued that the development of moral character is largely due to the use of approval or disapproval by parents and moral educators. The use of approval is shown to involve pedagogical intentions if it maximizes the opportunity for children to acquire a moral character, and these intentions and method are shown to be those of the indoctrinator or conditioner. The development of moral character, however, does not turn out to be incompatible with the goal of moral education, the rational, autonomous moral agent, because it remains possible for a person with moral character to develop a system of rationally held moral beliefs. That a person might develop a moral character without being indoctrinated or conditioned is acknowledged, but the use of indoctrination or conditioning remains necessary if children are to be given the maximum opportunity to acquire a moral character. ;The use of indoctrination or conditioning in moral education is justified because it is necessary for children to sacrifice some of their autonomy if they are to become free and equal persons in a human community. Indoctrinating or conditioning children beyond what is necessary for them to become free and equal persons is shown to be unjustified, because children have a legitimate interest in retaining as many options of thought and conduct as possible until they can make rational choices of their own concerning the ways of life that they themselves find desirable