This article deals with an approach by which ethics are imparted to young people by way
of a written text. The theoretical basis for such an approach, the preparation of an
adjusted text, and an initial evaluation are presented. After formulating a manuscript in
which the wording and content are adjusted for young people, a sample of eight secondary
school students have read and assessed the text. The examined approach is based on the
belief that young people are able to acquire and apply theoretical knowledge in the field
of ethics much in the same way as adults. Such an assumption challenge prevailing
positions in cognitive psychology. The findings made in this pilot study indicate that an
explicit imparting of ethics may provide a viable new approach in professional social
education.