这一点值得注意，因为人们有时会说，事实上，道德语言在教室和学校里并不常见(。Nucci(2001)报告说，例如，学生和教师之间的道德话语的数量从三年级到五年级有减少的趋势，到七年级几乎消失。但这并不矛盾。品德教育的内涵及必然性(Lapsley &伊格尔,2013)和语言的普遍性对关系和值得做的事情(斯坦格尔&汤姆,2006)是兼容对道德话语在课堂上的相对缺乏,如果道德话语是明确关注课程或学生行为的伦理维度(霍华德,逆势,& Schaeffer, 2004)。道德可能不会被明确地提及，但它却从未缺席。在许多学校，渗透在教室日常生活中的道德价值观是不透明的，很难被发现的，因为它们深深植根于教学实践的隐藏课程中(Bryk, 1988;Goodlad, 1992)。无论品格教育是隐蔽的还是透明的，是含蓄的还是有意的，都无法逃避。这不是“如果”品格教育应该教在学校但“如何有意识地和通过什么方法”因此,任何人占用的职业教学是占用的原因品德教育和承担道德教育者的角色在一个上下文充斥着道德决策和价值承诺(坎贝尔,2003)。有趣的是，老师似乎知道这一点。事实上，职前教师往往是理想主义的，并报告进入该行业的利他主义原因。许多人认为学校教育具有道德目的，并为选择教学作为职业提供了道德上的理由(Osguthorpe & Sanger, 2013;桑格和奥斯古索普出版社，2011)。此外,他们希望了解品德教育的职前培训,或者至少是赞成开发教学策略在品德发展学生,至少在英国,期望教师从事moralcharacter和价值观教育,相信老师可以使不同导致他们的个人道德发展。
This is worth noting because it is sometimes remarked that moral language is not, in fact, heard very often in classrooms and schools (Simon, 2001; Sockett & LePage, 2002). Nucci (2001) reports, for example,that the amount of moral discourse between students and teachers tends to diminish from third to fifth grade and is vanishingly rare by seventh grade. But there is no contradiction. The immanence and inevitability of moral character education (Lapsley & Yeager, 2013) and the pervasiveness of language about right relation and what is worth doing (Stengel & Tom, 2006) is compatible with observations about the relative absence of moral discourse in classrooms, if by moral discourse is meant explicit attention to the ethical dimensions of lessons or of student behavior (Howard, Berkowitz, & Schaeffer, 2004).Morality may not be addressed explicitly, but it is never absent. In many schools the moral valuesthat saturate the daily life of classrooms are opaque and hard to see just because they are deeply embedded in the hidden curriculum of instructional practice (Bryk, 1988; Goodlad, 1992). Whether character education is hidden or transparent, implicit or intentional, there is no escaping it. It is not “if” character education should be taught in schools but “how consciously and by what methods” Hence, anyone who takes up the profession of teaching is taking up the cause of moral-character education and is taking on the role of moral educator in a context rife with ethical decisions and value commitments (Campbell, 2003). Interestingly, teachers seem to know it. Indeed, preservice teachers are often idealistic and report altruistic reasons for entering the profession. Many believe that schooling has a moral purpose and offer moral reasons for choosing teaching as a career (Osguthorpe & Sanger, 2013; Sanger & Osguthorpe, 2011). Moreover, they expect to learn about moral-character education in their preservice training, or at least are in favor of developing teaching strategies in the area of moral-character development Schoolchildren, too, at least in the United Kingdom, expect teachers to engage in moralcharacter and values education and believe that teachers can make a difference in contributing to their personal moral development.