Following the problem led by this question that what is the role of “the position of education of ethics in classifying educational purposes” on its efficiency and also following inefficiency concerns on the common educations of ethics and lack of guaranteeing realization of ethics in people’s behavior, the study is began with two presumptions: 1. Failure of the common programs about education of ethics is a multifactorial phenomenon and the condition of ultimate success lies on removing all of the obstacles by adopting a holistic perspective; 2. Based upon the methodology of attaining success in every activity on having a correct idea of that activity, one of the factors in failure of common educations of ethics is due to promotion of reductionist ideas from education of ethics. Then, this hypothesis is driven that ignoring the position of education of ethics in classifying the educational purposes has brought about reductionist ideas about it. Therefore, the common reductionist ideas and perceptions from education of ethics are investigated based upon lived experience (experiment), observation and interview. After that, it has been attempted to propose a more comprehensive pattern according to its dimensions in classifying the educational purposes. Based on the study and achieving an appropriate pattern, some of the requirements of effective and efficient education of ethics , such as  Priority of emotional literacy to ethical literacy and consideration of two principles of diversity of purposes (partial) in education of ethics and The principle of methodological pluralism in education have been explained.