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Purpose -The purpose of this paper is to explore the nature of moral literacy as it applies to leadership development and the processes for promoting moral literacy through teaching in colleges and universities. Design/methodology/approach -The ethics of authenticity and moral agency in education settings are proposed as a means for promoting and achieving moral literacy among teachers and students. Findings -Instructional principles for the integration of values and ethics into post secondary teaching are outlined and several successful techniques are illustrated.Research limitations/implications -The use of values and ethics frameworks as content is contrasted with their application as process. Practical implications -Examples of applications are included in the form of teaching activities such as the "value audit", "personal inventories", "problem interpretation protocols" and the "use of case studies". Originality/value -A theoretically grounded justification for incorporating moral literacy frameworks in university level teaching combined with practical instructional strategies.

Shapiro and Stefkovich in their 2001 book on ethics propose a framework for examining ethical dilemmas. At the heart of this conceptualization is “the best interests of the student.” Yet a review of the literature reveals this term is interpreted broadly and few systematic attempts have been made to define it. In response to this lack of clarity, the authors of this article construct a model for determining what is in the best interests of the student when making various types of ethical decisions in schools. This “Best Interests” model is based upon a new conceptualization of the three Rs. Here, the correlates are rights, responsibilities, and respect. By applying this model to the fact patterns of several US court decisions, the authors illustrate the application of the ethical paradigms of justice, care, critique, community, and the profession.

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