Abstract: The doubt about the possibility of virtue education reflects a utilitarian criterion on moral education. But the process of moral education is intangible and persistent, so there should not be a eagerness for swift success in the evaluation of the moral education. It is also appropriate to take an unchangeable chain of thoughts about the positive effect of moral education. What is virtue? This poses a question about how to choose the content of moral education. Everything that is beneficial to the virtue formation should be the content of moral education. Who teaches? It puts forward a question about the ability of education subject in moral education. The subject of moral education should have the ability to act effectively and hold his convictions. How to teach? This question not only puts forwards the flexibility principal in moral education but also contains the idea that education is useful and considered as a principal in moral education.

Key words: virtue, education confusion, moral education

摘要： 美德可教吗?的疑问,预设了对道德教育功利性的评价标准,但是道德教育对教育对象作用的潜隐性、持久性则意味着对道德教育评价不应是急功近利式的;也不能用确定不变的思路去看待道德教育积极作用。美德是什么?提出了如何选择道德教育内容的问题。一切有助于人格德性形成的东西应当成为道德教育的内容。谁能教?问题,提出了道德教育中的主体能力的问题。道德教育主体的能力应当包括信念和行动的能力。怎么教?的问题,不仅提出道德教育灵活性的原则,并且破除以先进或传统作为选择教育方法的标准,只以教育有益性为原则。

关键词: 美德, 教育难题, 道德教育