Would philosophy teachers teach any differently, during a lecture on ethics, if they tried to consider students as ethical subjects in the making? Should these students’ ethical beliefs, that is, their individual statements of value, come into account when the lecture is aiming not only to describe ethical values but also to raise awareness and make people mindful? In this paper, students’ activity is considered through an ergonomics and human factors model called the ergological approach (Schwartz, 2000). Considering students’ activity as a continuing norms debate, the model describes how ethical and political statements of value play a decisive role in their learning and social practices. Thus, this paper argues that a philosophy lecture on ethics should definitely address these statements of values in order to discuss them in class as genuine teaching material.