Recently, theorists have conceptualized justice and care as dichotomous orientations, each representing different gender and cultural perspectives. This article asserts that justice and care coexist in individual reasoning and development, are not gender- or culture-specific, and are fundamental and universal. Discusses implications for education…

Advocates of multicultural education believe they have a moral mandate to establish justice and expose institutions that prevent it. The strength of multicultural education comes from a moral center that strives for individual and group empowerment and challenges the oppressive tendencies in society. (SK)

Students with learning disabilities (n=88) and without (n=84) were interviewed about 10 scenarios in which a teenager was caught after participating in misconduct. Students with learning disabilities were more likely to suggest escaping and less likely to suggest accepting the consequences. (Author/DB)

Focuses on one prominent approach to critical thinking, involving the development of philosophical and moral reasoning in young children and rejects arguments that may be advanced against the introduction of such work in schools. Examines a discussion by young children. (DR)

Linda Page ("A Conservative Christian View on Values," this issue) has given education leaders a partial philosophical foundation for character education in our schools. Although the list of six character traits is useful, her prescription falls short of what is needed. There is no ideal program. Character education should be built into…

This article reviews the past research and principles for facilitating moral growth through group discussion and the theories of judgment-action discrepancies. An intervention model is suggested which utilizes actual moral misbehaviors as the basis for both moral discussion and behavioral intervention. (Author/DB)

Argues that schools should teach right and wrong behavior, a basic foundational code of moral and ethical conduct. (SK)

The emphasis in the integrated model of character education on the development of the whole person and interaction with the whole environment requires that character education be seen as a dimension of the total curriculum. It means integrating character education into the academic curriculum, recreational activities, administration, and social…

Presents a concise review of the relevant literature on small laboratory groups and their supposed contribution to moral growth; consideration of the cognitive-developmental approach to relationships between moral thought and moral action; and a description of the questions, instruments, and procedures that provided the framework for the reported…

In the Spanish penal system, the Humanities Curriculum is intended to rehabilitate inmates by teaching them the value of human dignity, communication, critical reasoning, and cultural heritage. (SK)

Comments two responses to author's article "Listening for the Voices of Care and Justice in Counselor Supervision" (Twohey and Volker, 1993). Responds to Ellis and Robbins (1993) by clarifying perspective on relationship between moral decision making and supervision. Takes issue with Bernstein's (1993) comments about superiority of instrumental…

Discusses gifted children whose moral development is out of step not only with age peers but with contemporary culture. Discussion focuses on the children's book, "The Lemming Condition," by Alan Arkin. Excerpts from the book and analysis illustrate the importance of helping such children develop their own personal vision while at the same time…

States that environmental sensitivity, an important variable in environmental awareness and in the predisposition to take responsible environmental action, has been the subject of research in which sensitivity is associated with particular kinds of significant life experiences. Reviews studies of the significant life experiences of environmental…

Discusses the field of adult education, focusing on writings authored from a sociological perspective. Both descriptive and communitarian in focus, this perspective emphasizes the full social world of adults and works to develop morals, values, attitudes, and practices that will preserve and sustain a common social fabric. (Author/LRW)

Investigates the sequence and trajectory of the development of moral reasoning, particularly in adulthood, and the relationships among education, gender, and moral-reasoning-stage change. Results of interviews with predominantly white, well-educated, middle-class participants indicate that moral reasoning, as conceptualized by Kohlberg, can…