The goals of applied ethics courses are examined in relation to the stimuli for initiating such courses, the settings in which they are offered, and the nature of moral agency and development. A typology of possible goals is offered, and current testing methods are discussed. (Author/MLW)

This monograph examines the assessment of moral development over the past half century. Recent renewed interest in the field has led to the creation of new techniques and to the refinement of existing methods. Unsolved problems in theory and in technical development provide challenges for researchers in the future. (LMO)

In support of moral education, the authors propose that teaching morality to criminals is a necessary and economic facet of correctional education, especially to combat crime in general and recidivism specifically. The authors view the criminal's inability to make rational, moral judgments as a major cause of crime. (Author/CT)

Defines rationality and morality and contends that learning to be moral must be based on more than value-neutral approaches which stress process over content. Argues that instruction in moral principles need not be simple bald exposition, but must include proofs, evidences, and arguments, making it nondogmatic and fully compatible with the…

Moral development theory has much to offer in the classroom and other informed discussions, but the moral development approach to education should depart from the Kohlberg model and examine the actual role of rules and principles in human conduct and recognize the impact of economic and psychological motivation in the process of moral choice. (MSE)

Examined is whether a liberal state can concede parents the right to bring up their children in a given religion and whether a liberal parent (one committed to a range of liberal values) can consistently and in good conscience claim such a right. (RM)

Offers eight lessons to be learned from school sports activities that the author considers more important than winning, including how to win and lose, compete, cooperate, participate, work toward a goal, develop self-discipline, sacrifice, and develop new skills. (JBM)

Modern education is examined in the light of John Dewey's theory that moral education is a process of involving singular human beings, living consciously in association with one another, in thinking purposively and intelligently about subject-matter provided by their common, intertwined lives. (JD)

The author devised a 10-item questionnaire to examine what type of values, if any, are taught in residence halls by professional and paraprofessional staff. (Author)

Outlines four logical tests for determining the validity of a person's reasoning with respect to the issue of bussing for school integration. (Author/JG)

Moral education is woven so tightly into the fibers of the public school curricula that educators must systematically plan moral education programs that rely on both the natural propensities of their students and the material presently employed in the schools. (JD)

Five international conferences were held during the 1990s by the Peace Education Commission, a semi-independent subgroup of the International Peace Research Association. The conferences were held in Groningen (The Netherlands), Firenze (Italy), Kyoto (Japan), Budapest (Hungary), and Valletta (Malta). This document is a brief commentary on the…

This study assessed the personal values of a group of 17 kindergarten-age children. Children participated in a classroom discussion of heroes and heroines, then drew a picture of their heroes or heroines. The researcher analyzed each child's artwork and determined the outstanding values represented by the hero or heroine. A parallel was drawn…

The performance skills of school principals have an enormous impact on the learning of students in their schools. Two questions principals must ask themselves are as follows: what is meant by a positive impact on student learning and how should this impact be achieved? This book helps principals resolve these questions within a framework of…

This study investigated conditions of teaching influencing professional moral development, how teachers' activities lead to moral understanding, how teachers develop professional morality, and whether some of that process can begin during preservice education. The case study involved observations of and interviews with Julie, a preservice…