摘要：The article systematically deals with relatively established misconceptions about ethical education with its focus on the prosocial fellowship and about character education that appear in the Czech-Slovak scholarly discourse - ethics education is repeatedly described as meaningless, primarily psychologizing, unclear, redundant, with low quality practice and impact. The author explicitly anchors the concept of ethics education in the virtue ethics basis, which more accurately explain prosociality as a complex virtue, and emphasizes the Aristotelian fronesis - practical wisdom - as a principle of moral reflection in ethics classes. The contribution responds to a certain skepticism about moral education and advocates its place in the formal environment of school education. At the same time, it reports on the most current tools for measuring its results. It´s critical of the tendency to neutralize the value dimension of education in schools.
