There has been a growing literature among philosophers of education on how to frame questions of moral controversy in the classroom. Through the application of hard moral cases that may be said to leave one ‘morally dumbfounded’, I take up Michael Hand’s influential epistemic criterion and attempt to show why its monistic approach is too limited in its ability to capture the complexity of such moral dilemmas. Rather, I argue that the classroom requires a pluralist moral framework, as exemplified by the Moral Foundations Theory, developed by Jonathan Haidt. Not only does Moral Foundations Theory consider the liberal ethic of autonomy, it also extends consideration to the ethics of community and divinity, which is crucial for meeting the broader aims of moral and religious education, such as developing reason, identity and cultural understanding.

中文翻译：

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“道德傻眼”：课堂道德基础理论

教育哲学家中关于如何在课堂上构建道德争议问题的文献越来越多。通过可以说让人“在道德上目瞪口呆”的严酷道德案例的应用，我采用了迈克尔·汉德（Michael Hand）有影响力的认知标准，并试图说明为什么其一元论方法在捕捉此类道德困境的复杂性方面的能力过于有限。相反，我认为课堂需要一个多元化的道德框架，正如乔纳森·海特 (Jonathan Haidt) 开发的道德基础理论 (Doral Foundations Theory) 所证明的那样。道德基础理论不仅考虑了自治的自由伦理，还考虑了社区和神性的伦理，这对于实现道德和宗教教育的更广泛目标至关重要，例如发展理性、身份和文化理解。