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The paper addresses a quandary that faces scholarly proponents of dialogue in moral education. First, the claim that ongoing dialogue is central to children’s moral education is perhaps one of the few points of agreement among contemporary educational scholars writing from various and conflicting ideological viewpoints. On the other hand, many parents and scholars are suspicious of assigning the pedagogical task of moral dialogue to schools (especially public schools). This worry is at least partly fuelled by the very real possibility that the inherently unpredictable process of engaging in moral dialogue in a morally diverse school setting might lead children …
