Part 3
Ethical directions

[Schools] are at once sources of moral instruction and sites of moral
struggle. At the center of both source and site is the teacher, who, alone
in the school's adult populace, is for long hours each day in the com-
pany of children and youths whose presence compels the making of

moral choices.1

The aim of this third and final part of The Ethical Teacher is to encourage lone individual teachers who make daily moral choices to enhance the ethical knowledge that many of them already articulate. They may do this by becoming increasingly aware of the nuances of their moral agency and the moral significance of the dynamic details of teaching and by consciously applying this knowledge to the routine elements of their formal and informal practices. Its further objective is to urge teachers to work openly with one another in ways that make ethical knowledge more visible and central to all aspects of school life as a shared principle-based foundation for renewed ethical professionalism and renewed teacher cultures. In becoming more familiar with and committed to the kinds of expressions of ethical knowledge illustrated in the first part of this book, teachers may be better able to anticipate, fend off, ameliorate, or minimize the kinds of moral dilemmas and challenges, revealed in the second part, that undermine both ethical knowledge and teacher professionalism. In doing so, teachers may become more internally secure in their moral agency as well as more externally or publicly accountable for it.

The first of the following three chapters reviews briefly more formal approaches to moral accountability defined by ethical codes and standards and by the creation of regulatory associations. The second chapter, as the

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