This paper offers suggestions for structural changes needed in the classroom to develop the moral side of students' lives. Curriculum designs often do not translate into moral behavior. A more systemic and philosophically pedagogical interest in moral development must begin to pervade classrooms in order to make them places where student ethical development is enhanced. All education is moral education and morals cannot be designated to one period during the school's day. The paper reviews the research on ethical and moral development and offers models for classroom use. Divided into three parts, the paper examines: (1) "Integrating the Theory"; (2) "The Other, Self-Identity, Connected Conversation and Authentic Public Spaces"; and (3) "Creating Rescuers." Contains 30 references. (EH)