id	author	title	date	pages	extension	mime	words	sentence	flesch	summary	cache	txt
expositions-1537	none	Ethics Education: More Than a Good Idea?	2013	6	.pdf	application/pdf	2634	153	62	15 In light of this conception of morality as developing out of our “structuring tendencies,” the aim of moral education, Kohlberg claims, “should be to stimulate people’s thinking ability over time in ways which will enable them to use more adequate and complex reasoning patterns to solve moral problems” 16 : reduced to a catchphrase, “stimulation of movement to the next stage of moral reasoning.” 17 Kohlberg presents some evidence that students at higher stages of moral judgment cheat much less than do students at lower stages, 18 but it is important to understand that, for him, “[s]tructures of moral judgment must be distinguished from the content of moral judgment,” which is to say both that how persons formulate a judgment does not issue in an invariant judgment about what ought to be done (or all the more that they will do it) and that, again in Kohlberg’s words, “the mere fact that a stage is later does not make it morally better.” 19 Another way to put this point is to say that, even as a person grows able “to use more adequate and complex reasoning patterns to solve moral problems,” whether he or she will in fact come to the correct solution of a problem is a further question. Instead, how we think about these questions bears concretely on the business of colleges and universities in our world today: more precisely, on what ethics courses at these levels should look like and aim for; on whether they have any place at all in college or core curricula; and on whether it is legitimate or even sensible for colleges to include character formation or, more modestly, increased facility in “moral reasoning” among the aims of liberal education.	cache/expositions-1537.pdf	txt/expositions-1537.txt