Based on thesis (doctoral)--University of Tasmania.

Includes bibliographical references (p. [213]-222) and index.

Machine generated contents note: Introduction: As morning shows the day 1 -- Moral education and schools 3 -- Philosophical approach 5 -- Structure of the book 8 --PART I -- Reason and autonomy 9 -- 1 The ethical agent and reasonableness 11 -- 1.1 Reasonableness and autonomy 11 -- 1.2 The aspects of reasonableness 14 -- 1.3 Reasonableness and moral education 44 -- 2 The ethical agent and autonomy 46 -- 2.1 Kant on reason and autonomy 46 -- 2.2 Reason and development 48 -- 2.3 Evidence from experimental developmental psychology 49 -- 2.4 A reconceptualization of autonomy 54 -- 2.5 Towards a new understanding of autonomy 57 -- 3 Pedagogic action and the development of autonomy 59 -- 3.1 Dialogical action and the classroom 59 -- 3.2 Autonomy again 79 -- 3.3 From foundations to moral theory 85 -- PART II -- Moral theory and moral development 87 -- 4 A target for moral education 89 -- 4.1 Meta-ethical theory: monolithic or multi-dimensional? 89 -- 4.2 Virtue ethics 92 -- 4.3 Virtue ethics: benefits and drawbacks 105 -- 5 Discourse ethics 107 -- 5.1 Habermas and discourse ethics 108 -- 5.2 A critical appraisal of discourse ethics 110 -- 5.3 Discourse ethics: benefits and drawbacks 124 -- 6 A meta-ethics for an ethical education program 126 -- 6.1 Strengths and weaknesses 126 -- 6.2 Discursive virtue ethics 128 -- 6.3 From meta-ethics to the classroom 139 --PART III -- Discourse and ethics in the classroom 143 -- 7 Introducing the community of inquiry 145 -- 7.1 The community of inquiry 146 -- 7.2 Vygotskian learning in the community of inquiry 148 -- 8 Development and the community of inquiry 152 -- 8.1 The development of reasonableness 156 -- 8.2 Ethical development in the community of inquiry 159 -- 8.3 The place of the teacher 167 -- 8.4 Indoctrination, ethical relativism, moral indifference and -- the path between them 169 -- 8.5 Towards detailedpractice 180 -- 9 At the chalkface 182 -- 9.1 The preliminary phase of the community of inquiry 183 -- 9.2 The discussion phase of the community of inquiry 186 -- 9.3 Classroom communities of ethical inquiry 204 --Notes 207 -- Bibliography 213 -- Index 223.