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This inquiry applies the Moral Work of Teaching (MWT) framework to analyse the psychological, moral and educational assumptions, and the contingent factors, that explain the basic features of the Child Development Project’s (CDP) approach to moral education. The analysis, it is suggested, not only illuminates the CDP’s approach, but the virtues and implications of using an appropriately complex, theoretically descriptive framework, such as the MWT framework, as a tool for understanding, comparing, developing and applying approaches to moral education.

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This is an author-produced, peer-reviewed version of this article. The final, definitive version of this document can be found online at Journal of Moral Education, published by Taylor and Francis. Copyright restrictions may apply. DOI: 10.1080/03057240802601490