Focuses on the structure as opposed to the content of moral judgment and discusses gender differences in moral reasoning. Contrasts Kohlberg's and Gilligan's theoretical positions on moral development and facilitates the ability of the secondary school counselor to identify the counselor's and client's context and level of moral development. (JAC)

The relationship between listening skill development and cognitive moral development was investigated in 96 children, aged 8-10. Significant gains in listening occurred for students exposed to the listening course, but there were no significant differences in moral development between experimental and control groups. (Author/GDC)

Views school-age children living in five distinct worlds, each with their own operational modes. Discusses the negative repercussions of failing to recognize the child's worlds. Reviews Lawrence Kohlberg's, Eliot Turiel's, and Carol Gilligan's positions concerning moral education. Recommends a broad definition of morality, including justice and…

Compared the prosocial moral reasoning of Israeli city, kibbutz, and American third graders. Children responded to four moral dilemmas about helping situations. Although there were considerable similarities in reasoning across the three groups, there were also clear differences. (Author/BB)

Presents recent changes in the theory of moral stages, including a broadening of theoretical and research concerns, differentiation of "hard" and "soft" stages, clarification of the form-content distinction, revision of A and B substages, clarification of stages six and seven, discussion of moral action, and listing of nine…

Provides an overview of the issues surrounding multicultural and antiracist education as aspects of moral education. Introduces the remaining articles in this issue. (JDH)

Maintains that the great need in moral education is to consider general moral standards and arguments first and apply these to behavior affecting racial inequality, rather than to start from a concentration on racism, working back towards morality. Considers the consequences of confusing race with culture or viewing religion only as a…

Describes the dilemma in multiethnic education that arises when demands for equal opportunity for women are in conflict with the special status accorded to the moral education of women in some cultures. Urges teachers to adopt a positive attitude toward the protection of individual freedoms. (Author/JDH)

Ethical instruction in U.S. schools has had a circuitous history, but it may be having a resurgence. Various trends and surveys are reported for both America and the U.S.S.R. If moral education and ethics courses have healing power, then they should be supported and nurtured. (MLW)

Two interpretations are presented of the social dimensions of consumer education: the social/political interpretation and the personal/moral interpretation. Both contain a moral dimension involving questions of obligations and responsibilities to others. (MD)

Explores Gibbs's (1977, 1979) hypothesis that mature levels of moral reasoning are related to affirmative coping with human needs while conventional reasoning is related to abortive coping. In one study of 28 women and another of 70 adults, an interview questionnaire was used to assess ability to deal with Fromm's existential needs. (Author/CB)

R. S. Peters's paper, "Reason and Habit: The Paradox of Moral Education," is used as a medium through which to explore the paradox of education. An argument against the theory of just one developmental paradox of education is presented. Four paradoxes, consisting of the basic, stultification, conceptual change, and authority and autonomy are…

John Wilson's reasoning--that, since moral education involves educating the emotions and certain of these emotions characterize religion, religious education falls within the sphere of moral education--is false, because such reasoning would reduce religion to morality on the grounds that religious people express emotion. (IS)

Sealey has misunderstood Wilson's position on religious education. Religious understanding must be accountable to the same forms of thought and rational procedure as other forms of understanding, such as science and history, or there is no point in attempting to teach it. (IS)

Hudson fails to satisfactorily defend his claim that young people who are not initiated into religion will grow up to be less than human. Further, because we cannot test the validity of religious beliefs by the methods used for other disciplines, religion has no place in the educational system. (IS)