In the first article, a call is made to counselors to give more attention to the urgent need of human kind and become more aware of value concerns. A proposal is made for the establishment of a representative values division within APGA. The second article deplores such a "Doomsday" philosophy. (Author/HMV)

A sample of nuclear families is drawn to test hypothesis that role-taking is a function of the interactive effects of value similarity and affect. Support is found for the position that, in certain conditions, value similarity, regardless of the level of affect, is strongly related to role-taking accuracy. (RP)

In delineating a program of moral education for the schools, the question must be asked whether a framework of moral education can be provided that is constructive and responsible, and that does not simply impose a set of authoritarian values, yet give a child some guidance. (Author)

Given our present moral knowledge and human needs, a new discipline of Life Values Education, and particularly of Life Values guidance and counseling, is both a possibility and necessity. (Author)

Kindergarten, third- and sixth-grade children indicated verbally that giving in response to dependency cues was more meritorious than giving in expectation of reciprocity. When provided an opportunity to choose between giving to dependents or those who could reciprocate, children chose to help others who could reciprocate. Further experimentation…

Explores the relationship between education and philosophy, with emphasis on the right of the state to enforce mandatory schooling, politics and education, principles of reform pedagogues of the post-Rousseauean period. (DB)

This paper presents J. P. Shaver's model of rational decision making based on moral values and makes specific suggestions for implementing the model in health education instruction. (MM)

Democratic Socialization is viewed from a cognitive developmental perspective in which hypothetico-deductive thinking and exposure to democratic models are seen as necessary, but not sufficient to development of democrative values. A taxonomy of democratic development is offered. (MS)

Discusses recent social studies developments, including the new social studies, values education, and Lawrence Kohlberg's theory of moral reasoning. The author analyzes the six stages of Kohlberg's theory and its contributions to revitalization of the social studies. (Author/DB)

Existing research on secondary teachers' values does not support assertions of moral decline. More study is needed of such questions as Is there enough common ground for a shared value system? Is such as system desirable? Do national initiatives encourage, impose, or prevent development of a shared value system? (SK)

Presents 14 questions and answers that deal with moral education and character formation in particular schools and classrooms. Suggests that schools which move in a "for character" direction are moving toward the "hallowed goal" of school community, so widely praised by educational reformers. (RS)

Argues that there are two types of values held by all individuals. Contends that "hard" values are exemplified by consistent behavior and sacrifice whereas "soft" values are merely illustrated by making choices. Calls for a national consensus on recommended values that would be taught in the schools. (CFR)

Challenges Christopher Ormell's contention that individual values should be categorized into "hard" and "soft" values. Suggests that a continuum exists between the two extremes representing the degree of difficulty and sacrifice. Recommends that values education in schools be based on a continuum ranging between the two…