Maintains that Jensen highlights the force of an orthodox moral outlook and offers a novel theoretical framework integrating moral judgment with moral behavior through the "worldview" mechanism. Argues that Jensen's identification of an orthodox moral outlook is more successful than the theoretical framework offered and that many…

After describing the moral development "stage" theories of Piaget and, particularly, Kohlberg, the authors critique assertions that such stages are universal and sequential. Using findings from anthropology and other disciplines, they demonstrate that morality is culture-specific and that one person can simultaneously demonstrate…

Ideology hinders compromise between proponents of character education and multicultural education. The future lies in seeking common ground, which will not be the same for all communities, must meet constitutional requirements, and will not please all stakeholders. (SK)

Argues that moral reasoning is premised upon more comprehensive worldviews. Suggests that moral behaviors in part serve to maintain these worldviews. Uses interviews with adults whose moral evaluations and reasoning place them on opposite sides of the current American culture war to illustrate the argument that they differ in their moralities…

Raises the question of how applicable Jensen's approach is to other sociomoral contexts. Examines the meaning of worldview and that of morality and how the two intersect. (KB)

Ethical instruction is a difficult task in any society, but doubly so in the U.S., because our culture stresses individual development over commitment to the group. Attention to school bonding, special ethics instruction, California's Community of Caring project, and community service opportunities are powerful strategies to aid moral development.…

Discusses moral education, examining how the notion of self arising within India's Vedanta tradition differs significantly from America's and how an education that proposes to foster the development of self would be at variance with American ideas. Teachings from the Bhagavad Gita are examined to explain the Vedantic concept of self. (SM)

Western notions of right and wrong have dominated consideration of ethical issues in various domestic and remote cultural environments. A review of eight generalizations put forth by rhetorician Richard Johannesen on the ethics of rhetoric indicates that many scholars in contemporary speech communication believe that for people in other cultures…

Uses data from studies comparing Western and Non-Western societies to support the argument that study of intracultural diversity in concepts of rights and duties will contribute to the study of diversity between cultures. Notes that individuals participate in multifaceted social experiences, developing distinct goals, interests, and perspectives;…

How do people whose identities appear so deeply connected to the land they love engage in environmentally harmful activities? This paper explores this question, presenting selected research on children's moral relationships with nature and examining the boundaries of the moral domain to more precisely delineate relations between moral constructs.…

Reported at a symposium generally concerned with values and adolescents are discussions of (1) socialization issues and the impact of values on adolescents, and (2) dimensions of Asian youths' confrontation with the problem of modernization. In the first study (by Jan de Witt), the conceptual shift in socialization research to a focus on…

The cultural universal hypothesis of cognitive development theory, as developed by Piaget and elaborated by Kohlberg, assumes that all individuals, regardless of culture, progress through the same series of six invariant stages in the development of moral judgment. The stages of moral development are transformations in the form of structure of…

Examines stories preserved in the African oral tradition for their use as educational texts. Suggests that these stories can be useful within the framework of a multicultural education program due to their linguistic, narrative, and thematic richness. (MAB)

Considers multiculturalism as a moral issue. Notes scarcity of authentic multicultural classrooms and identifies four underlying factors. Uses two realistic classroom scenarios to point out moral and educational considerations that underlie multiculturalism. Recommends four multicultural practices for teachers. (DLH)

Notes public concern over children's moral education, and examines contemporary constructions imposed upon schools by politicians, intellectual forces arising from postmodernism, and pressures of a pluralistic society. Relates the processes that cultivate moral values in a human community to how some schools have successfully achieved a moral…