Systematic teaching of moral development in the schools is possible by developing cognitive ability to make decisions about moral problems. Piaget and Kohlberg explained that children pass through stages of moral development at an individual rate, and can be influenced by home and school environments. (JAC)

Outlines four major characteristics of adolescent social-cognitive development. Discusses their affect on the adolescent's ability to understand communication concepts and to deal with the classroom audience and particular types of topics, assignments, or exercises. Draws implications for secondary speech curriculum. (JMF)

In 1977 the Hastings Center launched an extended examination of the place of ethics in American higher education. Questions studied were: extent of ethics teaching, problems introducing ethics courses, purposes of courses, faculty and student support, objections to courses, qualifications for teachers, and evaluation of ethics courses. (MLW)

Discusses the problem of establishing gaming as a legitimate educational form by locating it within a larger theoretical scheme pertaining to what might be called the sociology of knowledge and by postulating how it ought to affect players as a learning experience. (MLW)

The author gives examples of how the concept of open education can be implemented and of what its successes and satisfactions can be. She also discusses the relevance of Dewey's philosophy to open education, noting the relationship of setting, evaluation, and curriculum to the larger issue of moral and social development. (AJ)

Examines the debate concerning the relationship between religion and morality. (HMV)

The author examines some of the issues regarding values education such as proper safeguards for ethical diversity, assumptions of an educationally sound moral values program, and classroom strategies presently in use. (Author)

Colleges and universities can communicate expectations for students' moral, ethical, and character development through both the environment it creates and the formal curriculum, particularly through stated goals. A model of moral development provides insights into the processes needed to foster moral behavior, and the experiences of other…

Discusses whether character can be measured, describing moral development research, and noting how moral educators use many tools, types of research designs, and qualitative and quantitative methods in trying to understand moral education. The paper examines the role of moral education in the development of personal character, discussing moral…

Aims to create awareness in early childhood professionals of the factors that contribute to emerging morality by suggesting ways to provide a developmentally appropriate social environment. (ET)

Campuses across the country have adopted an amazing variety of processes for resolving student discipline cases. This article compares and contrasts some of those processes and highlights strengths and weaknesses of different approaches. (Author/KW)

Although teachers often hesitate to raise controversial issues with students, they are in a powerful position to encourage students to get involved and ask questions. At its best, committed teaching redeems education as a moral force. Educators can give students a sense that they should work to improve the world. (SLD)

Some character education programs are based on assumptions about children and how they learn that may undermine camp programs' long-term objectives for children. Key elements to consider are the assumptions made about human nature and children; how program structures like competition or cooperation influence character; whether kids are involved in…

Considers need for disability-aware education for everyone with structural and curricular implications. Argues that to move toward a more ethical educational system, institutional discrimination must be dismantled. Discusses moral education of the disabled. Discusses recognition of alternative perspectives issues, building on life experience and…

Argues that Ben Spiecker and Jan Steutel's use of the term mental retard is offensive and using either the United Kingdom terminology of learning disabled or the internationally accepted term intellectually disabled are more acceptable. Addresses rights of the learning disabled to sexual freedom. Considers implications of these issues for moral…