In this revised paper, originally published in Educational Leadership (1988), Richard Paul argues that ethics ought to be taught in school, but only in conjunction with critical thinking. Without critical thinking at the heart of ethical instruction, indoctrination rather than ethical insight results. Moral principles do not apply themselves, they require a thinking mind to assess facts and interpret situations. Moral agents inevitably bring their perspectives into play in making moral judgments and this, together with the natural tendency of the human mind to self-deception when its interests are involved, is the fundamental impediment to the right use of ethical principles.
Paul spells out the implications of this view for the teaching of ethics in literature, science, history, and civics. He provides a taxonomy of moral reasoning skills and describes an appropriate long term staff development strategy to foster ethics across the curriculum.
The Problem of Indoctrination
Early everyone recognizes that even young children have moral feelings and ideas, make moral inferences and judgments, and develop an outlook on life which has moral significance for good or ill. Nearly everyone also gives at least lip service to a universal common core of ......
To read the full article, join the Center for Critical Thinking Community Online – the world’s leading online community dedicated to teaching and advancing critical thinking. Featuring the world's largest library of critical thinking articles, videos, and books, as well as learning activities, study groups, and a social media component, this interactive learning platform is essential to anyone dedicated to developing as an effective reasoner in the classroom, in the professions, in business and government, and throughout personal life.
Join the community and learn explicit tools of critical thinking.