AN ACTION-ORIENTED APPROACH TO LEARNING ETHICS While most ethics education around the world focuses primarily on knowledge- and reflection-oriented approaches, studies have shown that there is a lack of attention paid to action-oriented approaches in ethics education. There is a "widespread agreement that schools should contribute to the moral development and character formation of their students" (Nucci et al. 2014, 1). This is reflected in compulsory learning outcomes and national curricula which include ethics education. Learning ethics can be categorized according to "orientation", from a theoretical orientation to a practical orientation: learning ethics as knowledge-oriented, learning ethics as reflection-oriented, learning ethics as moral judgement-oriented, and learning ethics as competence/action-oriented . With regards to knowledge, some ethics courses consist of an explanation of philosophical theories, such as utilitarianism, duty ethics, and virtue ethics. Regarding reflection, an application of these theories is applied to concrete cases. With regards to moral judgement, some ethics courses consist of the transmission of norms and values, accepted by a community. With regards to competence/action other ethics courses stimulate moral judgment or even encourage moral actions. It can be concluded that learning ethics ranges from cognitive learning, through reflection and through judgment, to moral action and moral education. While philosophers such as Martha Nussbaum, Pierre Hadot and Paul Ricoeur focus on the latter ways of learning ethics, currently precisely this orientation receives little attention in education. This research will explore this gap in ethics and philosophy teaching, and our research question is: How should moral education be taught?