Noting that psychologist Lawrence Kohlberg's pedagogical approach is predicated on the classroom discussion of moral dilemmas, this paper suggests that its affinity to the teaching of literature, communication, and composition is a natural one. The first part of the paper offers a detailed explication of Kohlberg's stages of moral development,…

Study investigated whether a training program could foster the maturation of moral judgments in prekindergarten children, and the differential effects of two training methods: discussion and verbal discrimination. (Authors/CB)

The focus of attention of this paper is a widely held view that is put forward to clarify the philosophical question as to what indoctrination is and that the proposed clarification is inadequate and that it must be replaced by a more acceptable alternative. (Author/RK)

Sets forth a theory of social development (represented by Maslow), a theory of moral development (represented by Kohlberg), and then synthesizes these theories to develop a set of student needs and teaching techniques for each stage of social and moral development. (CT)

Argues that Kohlberg's reasons for abandoning the content of morality, what he calls "the bag of virtues", are not defensible and that the "bag of virtues" approach to moral education is necessary to his theory of stimulating moral development through cognitive stimulation. (Author/RK)

Author explained her objective of teaching a workshop stressing the developmental nature of morality as well as acquainting a group of teachers with Kohlberg's dilemmas and their own. (Author/RK)

By observing the patterns of language that students use, teachers may infer that valuing is taking place. They may then plan, teach, and assess learning according to student performance. (JH)

A nonindoctrinating, sound theoretical and practical base upon which to develop the teaching of moral education relies on several principles: discussion of moral conflict situations; knowledge of the student's stage of moral development; guidance of developmental matches; encouragement of role taking; and focus on rational thinking. (JMF)

Argues that virtues be taught in moral education as motivational concepts of a distinctively moral kind. Believes that this process will link mind, heart and will thereby bind together reason, emotion and action in concrete compartments of behavior. (Author/R K)

A teacher of elementary school physical education presents two techniques used for encouraging moral development in his students: (1) the discussion of moral dilemmas and (2) the selection of teams for volleyball and basketball games on the basis of pregame intrasquad scrimmages rated by sportsmanship. (MJB)

Inquires whether it is feasible, useful and profitable to conceive moral education through the teaching of virtues. Considers some problems involved in presenting virtues. (Author/RK)

The study, involving 115 educable mentally retarded (EMR) children (11 to 16 years old), was designed to analyze the kind of reasoning the children used in the A. Haines and M. Jackson study to motivate their resistance responses. (Author/SW)

Suggestions for writing moral dilemmas for elementary school history students include presenting an analogy of the subject matter, having a central character, creating a clash of basic principles, and constructing a dilemma students can relate to in their own lives. A sample dilemma is provided. (KC)

The author cites personality correlation studies which indicate a marked affinity between aesthetically inclined personality configurations and those which would characterize the morally mature (in Kohlberg's sense). He therefore suggests that learning activities in aesthetic sensitivity may prove fruitful in moral education, in complement to…

The author asserts that there is now no alternative to a radical approach to moral education based on individual responsibility and choice at the interpersonal level if we are not to surrender to political social engineering. He considers the form such moral education should take. (Author/SJL)