![]() Under such conditions, it is not possible to have either uncertainty or conflict: morally speaking, the conflict is only specious and apparent” ( 1998, 315 ). “Whatever may be the differences which separate moral theories, all postulate one single principle as an explanation of the moral life. I end by suggesting that instructors would be serving students well by approaching the teaching of practical ethics through a Deweyan lens and employing pedagogical strategies emphasizing ethics as moral inquiry. I further show how for Dewey, the latter is a central feature of moral inquiry, both as it bears on developing skill in addressing morally problematic situations, as well as its indirect influence on moral self-cultivation. This chapter explores the influence of Dewey’s moral philosophy on contemporary approaches to practical ethics by showing how it is implicit in moral decision-making models and accounts of the moral imagination. ![]() Two elements of Dewey’s moral philosophy are of particular relevance in this connection: the notion of moral inquiry as problem solving, and the role of imaginative deliberation in moral inquiry. The irony lies in the fact that Dewey’s ideas on the nature of moral inquiry are especially commensurate with the aims and methodology of practical ethics education. It is a matter of some irony that John Dewey’s pragmatist ethics remains relatively unexplored as a resource for ethics instructors, particularly those who teach practical ethics.
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