Although many blame societal relativism for lack of moral vision, the term "moral education" is not being used with clarity and specificity. Confusing it with values/ethics/character training makes curricular application difficult. (SK)

Ethical and moral issues in the use of information and communication technologies include privacy, equal access, self-determination, and the notion of truth. The Information Society must use new technologies to promote human values and not allow the instrumentalization of human beings. (SK)

Author defined "moral" and "moral education" with the purpose of clarifying our objectives and practices when attempting to teach value education or moral education. (RK)

This article claimed that the discourse of ordinary people concealed at least four significantly divergent conceptions of moral education, and showed how the implications for curriculum which flow from each of these differ seriously. (Editor/RK)

Describes the use of values clarification in teaching sixth graders health education. (BRB)

It is argued in this article that the need to find something certain to which to devote oneself is strongest among youth who are in a state of identity diffusion, and that the search for certainty in such a state is frequently for the genuine, the pure, and the enduring. (Author)

This article criticizes A. W. Cragg's hidden values arguments and presses for explicit values education in the schools. (MM)

One of the main reasons of the fact that Chinese moral education could hardly get out of its predicament is that "self-regard" has been simply and unilaterally interpreted as the absolute opposite to morality, where "self-regard" is merely regarded as the source of "everything evil", and the fact that it is also the…

The future of the civilized world may depend on the effectiveness with which moral and spiritual values are taught. (RC)

The special role of words in the formation of moral consciousness and behavior is explored. (KM)

Describes some of the moral dilemmas facing adolescents and discusses some problems counselors face when dealing with adolescent counselees. In particular, the author mentions the difficulty in distinguishing normal developmental growing pains from personality disturbance. (Author/HMV)

Criticizes the values clarification approach for avoiding the structure of values, for allowing judgmental activites, for embracing moral relativism, and for not being founded in theory. (DW)

Children aged two and one-half to five years gave moral evaluations, attributions of parental affect, and personal liking evaluations of both standard (motive and outcome) moral episodes and simplified (motive only) episodes. (JMB)

This study is a comparison of the value responses of a group of students studied in 1969 with similar data recently gathered from their 1975 counterparts. (SB)