When we use the term teaching related to any field of knowledge, we assume the goal is to acquire what we teach. However, in the area of morality, a problem arouses: how shall we teach what we consider morally good and how shall we define a good behaviour in the first place? Defining the concept of goodness is a complex task in a society cherishing pluralism of values. Through the analysis of the several most influential authors in the field of educational philosophy, spanning from classical antiquity to modernity, I try to find a satisfactory educational system for a pluralistic society, in other words a system that is general enough to allow diversity, but also specific enough to prevent extreme moral relativism. The research shows that Socrates, Plato and Aristotle held knowledge as a prerequisite for moral acting. Although, the extent of knowledge they referred to included two principles: know thyself and care of the self. The individual who is aware of his capacities, wishes, and intentions, can think/plan his actions. The French philosopher Jean Jacques Rousseau talked about self-love (amour de soi) as an essential precondition for the development of morality, and he thought it could evolve through love towards others: by altruism and unselfish acts a man feels like a valuable member of society and learns to love himself and the others. Rousseau underlined the futility of 'lectures on moral' that direct pupils toward obeying rather than autonomous reasoning. Obedience cannot produce moral behaviour since the opportunity and capability to take decisions, freedom and responsibility are preconditions for morality. The contemporary philosopher Alfred North Whitehead objected to modern school system its focusing on acquiring various facts and ignoring the educational sphere. Whitehead thought that the importance of knowledge lays in its active use that is in wisdom. The last analyzed author, John Dewey, considered morality strongly connected to social relations: morality is taught in society, through experience. According to Dewey prosocial acting is the only and essential aim when talking about morals. In conclusion, I argue that education directed to moral development shall develop side by side with cognitive development and that it must encourage autonomy in reasoning, reasonableness and rationality. Moreover, educational philosophy authors thought about feelings as an essential element of moral development, and in particular about self-love, taken as a care of the self, and love towards others. The individual who controls his reason and is aware of both his own and others’ feelings has prerequisites to comprehend what is good for him and others and act accordingly.