What is the point of lecturing on moral philosophy at colleges or universities? If the lectures delivered there are expected to be part of moral education, what conditions should be satisfied in order for Students' understanding of ethical theories to contribute toward improving their ability to make moral judgments? Or is it entirely futile in moral education to leam ethical theories and have philosophical discussions on related subjects? In the present paper 1 seek answers to the above questions and related ones from a somewhat skeptical perspective on the effects of teaching ethical theories in moral education. ln my view, there are more satisfactory methods of teaching philosophy as moral education than just giving lectures on historically important theories in moral philosophy, such as those of Plato, Aristot1e, Hobbes, Hume, Kant, Bentham, and J.S.Mill. Especial1y when a philosophical lecture course is delivered as part of vocational education, it is to be desired that it be a training of the students' sense of professional morality. I report an attempt at delivering such lectures with an example of teaching material in the appendix.
