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This article presents a framework for considering the problems involved in developing and implementing more education programs in public secondary schools in the United States. Barriers that exist to moral education in the schools include political, philosophical, and pedagogical problems. The major political problems are those of public consensus and the incendiary nature of debate over values in schooling. Three philosophical reasons for the malaise in moral education are: (1) lack of consensus on a definition of moral education; (2) inability to verify moral claims; and (3) the issues of moral autonomy. As long as moral education's meaning remains elusive, schools will have difficulty establishing it as part of the curriculum. All the conventional disciplines speak authoritatively to their topics, while moral education cannot point to an uncontested basis for validation. Many philosophers argue that moral judgments and actions are not fully developed unless they are freely chosen. Pedagogical barriers to moral education include: (1) problems in defining how moral education fits into the curriculum; (2) lack of relevant preparation in pre-service teacher education; and (3) lack of clear criteria or assessment devices for measuring the success of moral education. (SM)

Criticizes character education programs that tend merely to present moral values to students, believing this produces socially responsible behavior. Argues listing values is simplistic and ineffective. Recognizes the situational complexity that confounds making moral choices. Suggests character education must contend with value conflicts and guide students toward reasoned positions on value issues. (CH)

Criticizes the ideas of the "great tradition" article (EA 519 521, this issue), pointing out that there is little historical agreement on the nature of morality, and that advocating mindless conformity to externally imposed standards of conduct is to caricature the moral life. (MD)