As Philip Jackson and his colleagues in the book The Moral Life of Schools (1993) have shown, explicit and implicit messages about moral right and wrong circulate in innumerable ways in the everyday-life of schools. They range from curriculum documents and “The Rules of the Class” to unconsciously expressed non-verbal signals that convey moral judgment on what is the right thing to do. This is a major part of what the school as an institution does in moral education. However, also the more formalised, explicit and purposeful processing of ethical issues as part of teaching takes place in many different contexts in school.