This article describes a teaching plan for a discussion-driven introduction to moral reasoning and explains its philosophical and pedagogical rationale. The teaching plan consists of a sequence of thought experiments that build on one another, and ends with participants addressing some morally complex, real-life issues. The plan rests on extensive…

This article will begin by examining the extent to which R. S. Peters merited the charge of analytic philosopher. His background in social psychology allowed him to become more pragmatic and grounded in social conventions and ordinary language than the analytic philosophers associated with empiricism, and his gradual shift from requiring internal…

In the Philosophy for Children program, children discover the rudiments of their own philosophy and improve their reasoning and reflective skills through group dialogue. The teacher (facilitator) training model involves teacher participation in a similar community of inquiry and consideration of the role of critical reflection in educational…

Reports on the K-6 civic education curriculum being implemented in the public schools of Brighton, Colorado. The curriculum enhances logical thinking and decision making skills through application of psychologist Lawrence Kohlberg's theories of the stages of moral reasoning. (DB)

A year-long seminar for elementary teachers in analytic thinking for children (ATC) is offered at the School of Education at Texas Wesleyan College. ATC uses philosophy and logic to help children understand how they think and to improve their reasoning. Four guidelines are given: (1) Discuss the nature and function of authorities and arguments…

Many educational philosophers and researchers have argued the importance of including ethical study and reflection in educational preparation programs, both for prospective teachers and administrators. Among other potential benefits, a moral foundation allows educators to evaluate current practices and assess their work amidst a seemingly…

This article describes the authors' journey as three educational leadership professors implementing a program to improve teaching for social justice. The social change agents they seek to nurture in their graduate program are individuals who are keenly aware of inequities in society and possess the knowledge, skills, and will to make a difference…

Delineates a generalized difference between men and women in approaches to ethics. Reiterates Carol Gilligan's theory that men generally believe in a morality of rights whereas women subscribe to a morality of relationships. Discusses other aspects of this dichotomy including ideas of good, evil, and sin. (MJP)