This paper offers theoretical-cum-practical analyses and reflections on neo-Aristotelian character education, which has gained considerable momentum and popularity in the Western moral education arena in the last 15 years, yet is not attracting much interest in Chinese academia. Based on a literature review of some of the most representative works…

The purpose of this paper was to determine the effects of deep approaches to learning on the moral reasoning development of 1,457 first-year students across 19 institutions. Results showed a modest positive relationship between our measures of deep approaches to learning and moral reasoning at the end of the first year of college even after…

The North Carolina Governor's School offers a six-week residential summer program for four hundred academically talented rising juniors. This article measures the school's impact on these students in four fundamental areas: cognitive maturity, moral reasoning, personal learning style, and projections for the future. The results showed that…

Argues that the science curriculum of the future should attempt to link a working knowledge of science to the common aspects of everyday life. Shows how such an objective relates to the belief systems of individual students, which often vary from that of instructors. (HB)

Reviews psychosocial cognitive teaching methods that correctional educators are using to remediate student academic deficits: computer-managed instruction, social/moral education, and essay writing and language arts. (Contains 15 references.) (JOW)

Delineates five different ways of knowing with which 135 women who participated in a survey make sense of their experience in the world: silence, procedural knowledge, received knowledge, subjective knowledge, and constructed knowledge. Describes patterns of discourse in subjects' families and their role in intellectual development.

Norman Williams' moral development theory was tested with students, ages 7, l0, l2, and l5, in Durham, England. Tentative support resulted for his classification scheme and conclusion that moral development is cumulative in nature and that it occurs within four parallel modes: expedient, altruistic, intuitive, and heteronomous. (SJL)

Studies the development of moral autonomy in 720 Australian secondary school and university students between the ages of 12 and 21. Examines autonomy development in the context of moral judgments. Finds the need to add a dimension of individual differences to the single dimension used to describe developmental changes. (Author/NL)