Facts, values and moral education

The ?fact? that no ?ought? can be derived from ?is? has been widely agreed upon as a presumption for doing theory. This has also influenced moral education. Moral education under the condition of the fact-value dichotomy has been externalized and atomized in relation to school subjects and practices.Moral education is often offered as a supplement, as something foreign, that has to be applied to school subjects and practices (e.g. various forms of citizenship education and programs for social competence.) The ought-is split is however problematic. A hermeneutical conception of is-ought can help reconceptualize moral education as inclusive and connecting.