If we reject sentimentalist accounts of the nature of moral motivation and education, then we may regard some form of reason as intrinsic to any genuine moral response. The large question for moral education is therefore that of the nature of such reason--perhaps more especially of its status as knowledge. In this regard, there is evidence of some…

Recent reflection on the professional knowledge of teachers has been marked by a shift away from more reductive competence and skill-focused models of teaching towards a view of teacher expertise as involving complex context-sensitive deliberation and judgement. Much of this shift has been inspired by an Aristotelian conception of practical wisdom…

Addresses issues in relation to educational theories focusing on traditionalism and progressivism as examples of two main theories and considers the relationship between educational theories and teaching methods. Believes that it is a mistake to intermingle the differences in educational theories with issues about teaching methods. (CMK)