People take offence too easily and are encouraged to do so by, e.g., institutional harassment policies. "Offensive" is sometimes equated with "anything that offends someone", sometimes with a definitive list of specific behaviours. When is it justifiable to take offence? Distinctions need to be drawn: between offensive to the senses and to the…

Argues that inclusion is not an inherently moral principal. Proposes that on occasion, inclusion may clearly disagree with the principles of fairness. Explains it is critically important to distinguish between empirical arguments for inclusion and would be moral arguments. Concludes there are no compelling arguments for widespread policies of…

Argues that empirical questions about laws governing human activity do not have definite answers, but certain conceptional questions do; and many conceptual questions do not have definitive answers. Focuses on John Wilson's views on philosophy and moral education. Explores the implications for educational research. (CMK)

Draws a distinction between moral education and moral training. Maintains that a moral education should provide secondary school students with an understanding of the transcultural essence of morality which could first be approached through the writings of Plato. (JDH)