Two studies of the development of children's moral relationships with nature addressed such questions as: (1) What does it mean to say that we have an obligation not to harm the natural environment? (2) Does the natural environment feel pain? (3) Does it have rights? or (4) Is moral obligation an inappropriate construct by which to understand the…

This study investigated quantitative differences in commitment between three age groups of children toward eight societal components: self, home, neighborhood, school, religion, voluntary membership organization, state, and country. Participating in the study were 469 school-age students in 18 randomly selected classrooms in six randomly selected…

New social studies curricula and methods need to be adapted to fundamental aims of education -- the stimulation of cognitive and moral development. Educational implications of Piaget's work in cognitive stage development and the author's work in moral stage development are based upon the cognitive developmental transition of John Dewey, who…

The debate between objectivists, who see right and wrong as fixed, and the subjectivists, who see moral positions as the result of human needs and desires, is often neglected in studying moral development and the goals of moral education. Surveys involving 2300 respondents show the importance of this dichotomy. (IS)

Surveys characteristics of the Soviet philosophy of education, which emphasizes character development consonant with Communist Party goals. Describes the attempts to train "the new Soviet man." (JW)

This book presents a comprehensive approach to values education and moral education. It draws on old and new approaches and methods to help young people grow up with clear values, good character, moral integrity, and the knowledge and skills to be good citizens. This comprehensive model utilizes traditional approaches for inculcating and modeling…

The relationship between moral thinking at the level of specific rules and precepts and at the abstract, universal level is discussed, and it is argued that the first-level virtues are as necessary as those based on abstraction. The demands of education for moral life in a pluralistic society are considered. (PP)

Investigates the development of a perception of values in childhood. Perception of values is defined as being different than those of morality and conventions. Responses to seven scenarios are analyzed. Concludes that there is a distinct concept of values among children and that the instinct for this increases with age. (KO)

Claims that the motivation to act on moral judgments is dependent, in part, on one's conception of the good life. Argues that the interest in acting morally may be particularly salient in adolescence and ethical behavior and may be established at that time. Suggests focusing on moral action in educational programs. (KO)

Argues that effective sociomoral group treatment programs must not only motivate but also remedy the limitations of antisocial youth who would help one another change. Proposes a program with program implementation, outcome evidence, and a plea for program evaluation. (CFR)

Found that early adolescents use various models to make moral decisions. These include care (wishing others not to suffer), justice (decisions made according to principles), and narrowly concerned or selfish. Males and females used all three modes, with males being more likely to choose the narrowly concerned mode. (RJM)

Argues that liberalism is strong enough to sustain a moral consensus if its logic and psychological bases are understood. Rejects ideological positions, emphasizing the value of rational discourse for reaching consensus. Encourages liberal educators to make clear their commitment to a liberalism that avoids both authoritarianism and paranoia. (CH)

First, acknowledges Piaget's, Kohlberg's, and Freud's perspectives on moral development. Then reviews more recent research indicating that moral understanding emerges during the first few years of life through children's developing understanding of the standards and rules of their social world and their growing understanding of others' feelings.…

Explores the meaning of distributive justice and considers the importance of teaching the concept in social studies classes. Delineates characteristics of reasonable arguments for treating people differently to bring about justice. Presents situations to generate classroom discussion of the concept of justice. (NL)

Adolescents nowadays socialize, network, and sort out their friendships and relationships online. As such, it is assumed that adolescents' experiences in the online world will influence their experiences in the face-to-face world and will play an important role in their development of social and moral knowledge. In this article, the author…