Abstract

This article presents the fundamental findings of a theoretically-based empirical investigation, using questionnaires and interviews of students preparing to be teachers, about their ethical views focused on human rights and religious rules. Referring to the central results of “skeptical pedagogy,” the authors investigate whether there are differences in the patterns of reasoning in adopting either a religious or a human rights point of view. Based on the outcomes of this investigation, aims and subjects of ethical investigation are deduced that show, for example, the importance of promoting autonomy and self-reflection in moral reasoning among prospective teachers, especially in referring to some human rights.