In this article we examine the didactic potential of games used strategically in the teaching of ethics. From a didactic point of view, game-playing is useful as a method of moral education because in play the necessary interaction between cognitive and affective components of behavior can occur. Within a pro-tected framework and field of practice, learners are able to develop new insights and behavioral alternatives. We present five games exemplifying this process: the Picture-Card File, the Crossing-Light Game, the Drawing Game, "House-Tree-Dog", the Mouse Game, and "Medieval City". The Picture-Card File provides access to emotionally problematic topics. The Crossing-Light Game makes possible a rapid survey of opinions. The three remaining games are dedicated to topics of tolerance and conflict resolution. Through conflicts arising from these games, learners begin to recognize the complex layering of conflict situations. Learners, simultaneously confronting a variety of perspectives, testify to their own increasing thoughtfulness and the resulting growth of tolerance, understanding and respect for others' points of view. Games provide a didactic framework that facilitates cognitive and emotional learning and its constructive transfer to behavioral strategies.