This dissertation has two major tasks. The first is an attempt to present a systematic and comprehensive review of the ethical theory of Martin Buber and the second is to draw from this account some guidance for understanding the concept of moral education. The dissertation itself is in four parts. The first two parts relate to an analysis of Buber's ethical theory and the last two parts are concerned with the concept of moral education.; Buber does not present in one place in his writings a comprehensive picture of his ethical theory. Instead, one finds throughout his philosophical and theological writings themes that can be combined to reveal a unique perspective on the problem of moral philosophy. The first part of the dissertation reviews these themes to demonstrate that within his writings Buber expounds a consistent and comprehensive ethical theory. The conclusion of this first part suggests that there is a basis on which moral decisions can be made but that this basis does not lie outside of the particular moral situation in which human beings find themselves. The basis for decision lies within the situation itself and must be uncovered by those involved.; For those within moral situations the criterion or basis for moral decision making is revealed through a process of dialogue in which the moral claims of the persons involved is revealed. The second part of the dissertation is an examination of Buber's concept of dialogue and an attempt is made to demonstrate the comprehensive nature of this concept within Buber's overall philosophy. Dialogue is defined as a way of being and is a complex concept with many important facets. In order to argue that dialogue can form an adequate ground for a theory of ethics, it must be shown that it provides a theoretical framework within which one can account for the knowledge that is unique to moral situations and by implication it must also provide a basis upon which one can discuss the nature of self-consciousness and the value decisions implicit in political life. These three major themes are addressed in the second part of the dissertation.; Buber's ethical theory brings with it some important implications for education generally but also for moral education in particular. If one is to avoid being naive in one's approach to the problem of moral education one must first be well aware of what one is attempting to do in the very special "moral" situation that exists between teachers and students. The third part of the dissertation examines Buber's philosophy of education to show the special place of his ethical theory and the concept of dialogue within the educational context. Buber argues education that is worthy of the name is necessarily "moral" education. This theme in Buber's philosophy is complemented in this dissertation by an examination of the educational philosophy of Paolo Freire. An attempt is made to expand Buber's own thought through Friere's work and to show how both thinkers are similar in their philosophical perspective.; Once one begins to address the concept of moral education the implications for educational institutions become immense. It must call into question the value structures that exist within these institutions and require a critical reappraisal of the process of education. The final part of the dissertation is an attempt to make this perspective on the question of values in education meaningful to those who must undertake this reappraisal. This dissertation is not in itself a reappraisal of the process of education but is instead intended to change the perspective that those involved in education, and moral education in particular, bring to this field.
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