Recently, experimental economists have become increasingly interested in behaviors relating to morality, and one of the main tools for examining these issues has been game theory. Even though developmental psychologists have investigated similar topics for decades, this research has found little resonance. Similarly, economists have only recently…

On May 17-18, 2008, FPRI's Wachman Center presented a weekend of discussion on America in the Civil War Era, 1829-77, for 43 teachers selected from across the country, held at and co-sponsored by Carthage College, Kenosha, Wisconsin. Sessions included: (1) Throes of Democracy (Walter A. McDougall); (2) What Hath God Wrought: The Transformation of…

As role models, mentors serve as moral exemplars to their proteges. Yet, since the mentoring literature gives scant attention to the mentor's role in protege moral education, mentors are largely unwitting participants in this process. Grounded in research from moral psychology and philosophy, this article provides guidance to mentors who want to…

In this article, a contribution is made to the discussion of reflection on the part of teachers. The discussion to date has shown that reflection must be broad and deep. However, just what constitutes broad and deep reflection and the relations between the two remain unclear. After consideration of the characteristics of broad and deep reflection,…

There are good reasons to be very careful about generalizations about Catholic higher education in the United States. Recall that the 220 or so Catholic colleges and universities are of very different kinds, very different sizes, with different student bodies, and are located in different parts of a country that sometimes have quite different…

Children's level of moral intentionality was compared with mothers' self reports on anticipated power-assertive discipline in a case of child misdemeanor. Findings indicate that power-assertive discipline is associated with less advanced moral development in children. (GO)

Of the three aspects of moral development--the development of empathy, moral reasoning and related problem-solving strategies--we know least about empathy. Possible reasons for this are explored. (Editor)

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)

Author has examined and found wanting the Method Thesis, the Content Thesis and the Intention Thesis for accounting for indoctrination. (Editor/RK)

A study was made to follow up on questions about the conception of preconventional moral reasoning in Kohlberg's cognitive development theory. Based on earlier findings, the following hypotheses were formulated: (1) children will express genuine fairness and interpersonal concerns at the level of preconventional moral reasoning; (2) while…

The author stated the case for saying that there is no real distinction between moral education and indoctrination and a sketch of moral education was attempted in order to yield the distinction needed. (Editor/RK)

Author used Fowler's models of stages of faith growth as a useful point of departure for the purpose of spiritual education. (Author/RK)

Responses to Piagetian-type stories were gathered from seven Appalachian children ranging in age from 7-14 years. Their responses were examined in two ways: (1) individually, in order to see whether each child's sense of justice had evolved in accord with the age findings of Piaget; and (2) collectively, in order to determine similarities and…

Differences between Piaget's original studies of children's moral judgment and subsequent investigators' interpretations of those studies are discussed. (Author/JMB)