“Recently colleges and universities that had for many years distanced themselves from their students’ growth as moral agents have begun taking this aspect of higher education very seriously. In this book they will find the issues laid out with admirable clarity and the fresh ideas and approaches they need to do the work well.”—W. Robert Connor, Professor of Classics, Emeritus, Princeton University “Some of the best scholars in the field engage in the contemporary debate over the nature and scope of moral education, especially in American universities. Anyone wishing to trace this complex but fascinating debate would do well to read Debating Moral Education.” —Terence Ball, author of Reappraising Political Theory “This excellent collection of essays provides a timely and thoughtful account of the perils and prospects of moral education in our time. The contributors are prominent moral philosophers, political theorists, and civic educators whose different perspectives—some enthusiastic, others wary—make for a lively and reflective volume. The issues raised in this important book will interest and challenge students and educators in a context defined by related debates over academic freedom, intelligent design, and the ever-present culture wars.”—James Farr, University of Minnesota “Debating Moral Education makes an indispensable contribution to moral education’s expanding bibliography.”
Jerry Pattengale
Books & Culture
“[An] engaging collection of essays by prominent scholars from religious, philosophical, and political backgrounds who debate the role of morality and ethics in the university. . . . Readers who begin this book can easily imagine themselves caught up in the unfolding, urgent, but friendly controversy of scholarly opinions regarding moral education.”
Lois Calian Trautvetter
Review of Higher Education
“Elizabeth Kiss and Peter Euben's Debating Moral Education brings together an impressive group of philosophers, political scientists and, in the case of Stanley Hauerwas, a theologian to discuss these matters. . . . The strength of the volume lies in the editors' determination to give voice to a range of different views and leave readers (free) to pick their own way through.”
J. Mark Halstead
Times Higher Education