At a conference I attended not so long ago I suggested to someone who had just read a paper that beneath his apparent commitment to a kind of ethical relativism he was in fact an ethical absolutist. The person I was addressing seemed quite upset by my suggestion and proceeded to argue that my understanding of his paper was somewhat awry. This experience was not new to me. Having taught ethics and philosophy of education courses for many years, courses which have been taken by undergraduates and by members of the teaching profession, I know that if I ever say to those I teach that they are adopting or favouring an absolutist position, then, more than likely, they will regard my remark as something to be opposed and they will often suggest that there must be some misunderstanding on my part. Judging by my experiences, ‘absolutist’ is a label most undergraduates and teachers wish to disown, particularly at the outset of ethics and philosophy courses, even though many of these disowners seem to subscribe to absolutist positions on such issues as racism, rape and child abuse. In his book Ethics; Discovering Right and Wrong Louis P. Pojman, talking about his own findings in this area, makes it clear that my teaching experiences are not unique. Over a period of several years and in several universities Pojman found that most of the students who took his ethics or philosophy courses explicitly rejected absolutism and affirmed support for some kind of relativism even though several of these aspiring relativists subscribed to absolutist positions on various ethical matters (Pojman, 1990, 19).