Douglas W. Yacek is a Research Fellow at the Technische Universität Dortmund, Germany. His research focuses on questions at the intersections of educational ethics, moral and democratic education, and the history of educational thought. Mark E. Jonas is Professor of Education and Professor of Philosophy (by courtesy) at Wheaton College, USA. His research interests include virtue ethics and moral education. Kevin H. Gary is Professor of Education at Valparaiso University, USA. His research interests include boredom, virtue ethics, existentialism, and liberal education.

• 1. Why moral education matters in the 21st century Douglas W. Yacek, Mark E. Jonas and Kevin H. Gary; Part I. Historical Insights for Contemporary Moral Education: 2. Plato's significance for moral education Mason Marshall; 3. Neo-Aristotelianism and moral education Mark E. Jonas; 4. Neoskepticism and moral education Massimo Pigliucci; 5. Nietzsche and moral education Douglas W. Yacek; 6. Neo-Kantianism and moral education James Scott Johnston; Part II. New Approaches to Moral Education: 7. Liberal authority and moral education Christopher Martin; 8. The capability approach as a foundation for moral education Lorella Terzi; 9. Recognition theory and moral education Franziska Felder and Heikki Ikäheimo; 10. Practicing care ethics in the current context Colette Rabin; 11. A non-ideal virtue theory and the centrality of education Nicholas C. Burbules; 12. Pragmatist moral education Winston Thompson and Filiz Oskay; Part III. Responses to Contemporary Moral Problems: 13. Moral education in and for virtual spaces Rachel Siow Robertson and Matthew Kuan Johnson; 14. The consumerist threat to education and democracy Trevor Norris; 15. Moral education and deep disagreement Jacob Affolter; 16. A character-based perspective on sexual ethics and sex education Kirsten Welch; 17. The moral eclipse of boredom Kevin H. Gary.

'This timely volume addresses perennial moral dimensions of educating alongside some of the most difficult moral issues of our current era with which educators and students must reckon. The editors' selection of contributors is outstanding. The book will be an invaluable resource for anyone interested in moral education in the very broadest sense of those terms.' David T. Hansen, Columbia University, USA