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Plato and Aristotle have been regarded as the founders of western tradition of ethical thought. In spite of his original debt to Plato, Aristotle had developed his own ethical theory differentiated irrevocably from his master"s. Aristotle confined the meaning of morality to the good attainable for h...

Plato and Aristotle have been regarded as the founders of western tradition of ethical thought. In spite of his original debt to Plato, Aristotle had developed his own ethical theory differentiated irrevocably from his master"s. Aristotle confined the meaning of morality to the good attainable for human beings, whereas Plato related it to "Idea of the Good" as the unattainable reality. The salient feature of Plato"s ethical doctrine is the unity of knowledge and morality which implies that the pursuit of theoretical knowledge guarantees moral cultivation. Being a contrast to it, Aristotle presented the doctrine that morality(moral virtues) is to be acquired from habitual practice, so that teaching theoretical knowledge cannot be conducive to the acquisition of moral virtues. His theory of ethics and moral education is consequent on the commonsensical view of morality which excludes the transcendental reality as presupposed and pursued in Plato"s ethical theory. Plato"s ethical theory can be seen as an effort to establish the moral metaphysics through his authorship by virtue of which he showed how the Socratic dialogue could accomplish its mission. It means that the proper ethics consists in the metapractical theory of moral education. Moral education as a school subject will have its proper place in school curriculum, if and only if we are made awakened to the recognition that ethics is to be identified as the theory of moral education that explicates how school subjects lead the students to for moral perfection and the subject is a most effective means for teaching ethics as the theory of moral education.

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