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Despite widespread recognition of the importance of moral education, there is fierce dispute and considerable confusion among parents, teachers and policy-makers about its aims and methods. This disarray at the level of practice is attributable in large part to disarray at the level of theory: there is deep disagreement among educational theorists about the nature, content and justification of morality and about permissible and effective ways of teaching it. This philosophical book sets out an original theory of moral education designed to resolve some of the longstanding disagreements among educational theorists and furnish practitioners with a robust, credible account of the aims and methods of moral education.