CHRISTOPHER MARTIN

Abstract：This article explores the extent to which and ways in which philosophical ethics can make an educational contribution to teachers’ understanding of their practice as a distinct moral domain. Philosophical ethics is argued to facilitate two necessary features of teachers’ moral understanding of their practice. First, it promotes awareness of the plurality of normative considerations that must be made when reflecting ethically on one’s own practice. Second, it promotes an ability to make deliberative judgments among these normative considerations. These contributions are fundamental for making links between teaching practice and an understating of that practice as a moral tradition. The article characterizes the educational value of these contributions as an on-going learning process of moral inquiry and practice that is best implemented through a form of liberal education. This characterization serves to distinguish it from approaches that would aim to initiate teachers into particular ethical frameworks, on the one hand, or a subjective or relativistic moral pluralism, on the other.

Key words：Educational Value of Philosophical Ethics, Teacher Education, Liberal Education

总  结：哲学伦理学参与作为一种传统道德认识本质上与教育，探索的这种理解可以帮助避免教师教育的启示哲学伦理学作为一种主观随意的冲突的道德品行之间的选择。从教育的角度，道德反思是由各种各样的规范性概念的丰富，不举行犯人，和在一个自由的教育背景是一个关键的教学的道德维度的贡献。在这方面，什么最需要反思在道德领域的关系教师实践不仅是哲学教育的价值但这些伦理道德观点教师传统的地方德育工作。