<DIV>What does it mean to say that a person has been<B>educated? This question forms the basis of global education policy debates;<B>from the way governments establish funding for national school systems, to the<B>way children are treated in the classroom.</DIV><DIV> </DIV><DIV>Should there be a common ethical core to such<B>polices? What kind of educational process should aboriginal groups in Labrador,<B>Canada, have a moral right to, and should this process be different from what<B>children in New York's boroughs have claim to? Should a school-based<B>curriculum, such as the UK's National Curriculum, make well-being a central<B>concern or are there other ethical dimensions to be addressed?</DIV><DIV> </DIV><DIV>Christopher Martin explores these questions and<B>argues that the best way to consider them is to view education as a matter of<B>public moral understanding. He brings together traditions of thought central to<B>philosophy of education, such as R.S. Peters, and connects this tradition to<B>the moral philosophy and critical theory of Jurgen Habermas, whose theory of<B>Discourse Morality has previously been given little attention in education<B>circles. <B></DIV>