The teaching of ethics and values is a concern of American education. Scientific and technological developments and the responsibilities of professional life and of personal morality are discussed. Steps to a quality program in ethics, and the need for a theoretical framework are also addressed. (SW)

Traces the ideas of Rousseau and Spencer concerning proper use of consequences in moral education. Concludes that behavior modification techniques retard the development of principled individuals because they neglect development of moral understanding. (Author/DB)

The debate concerning whether moral education should be taught in the schools is dominated by two views. One advocates values clarification, and the other calls for cognitive moral development. (AM)

Kohlberg's original Chicago study was replicated on a comparable sample of British boys. Considers the extent to which the replication confirms Kohlberg's system of moral development. Examines some theoretical and methodological problems associated with the system and analyzes the prerequisites for future development of theory. (Editor/RK)

Myth used as religion has several implications for the classroom. Discusses mythology and moral education as well as how mythology can reduce the problem of ethnocentrism. (Author/RK)

A recent critique of Kohlberg's cognitive-developmental approach to morality by Kurtines and Grief (1974) is examined in detail. Results find that empirical support for the "stage" and "sequence" components of Kohlberg's theory is underestimated, as is the evidence favoring the relationship between moral judgment and moral action. (Editor/RK)

Using Quay's typology, three equal groups (n=12) of adolescent psychopathic, neurotic, and subcultural delinquent males and a matched nondelinquent control group were individually administered Kohlberg's structured moral dilemmas, two Piagetian tasks of cognitive development (pendulum and balance), and an adaptation of Flavell's role-taking task.…

The author discusses moral behavior and affect, and how they may influence reasoning processes when the individual is no longer dealing with hypothetical issues. (MJB)

An educator discusses how little shared philosophical basis his school and its teachers had with the community, how teachers can help to develop the heart as well as the head of both students and their parents. (Author/RK)

Examined 3 methodological issues in the use of Kohlberg's Moral Judgment Scale: (1) test-retest reliability, (2) consistency of moral judgment stages from one dilemma to the next, and (3) influence of subject's verbal facility on the projective test scores. Forty children in grades 3 and 5 participated. (JMB)

Reports on a study (n=30) designed to determine the relationship between student teachers' level of moral development and their success in teaching performance. Results support the claim that moral judgment relates to teaching performance, though the effect is not large. (JDH)

The assumption has been that because play, games, and sport are good, positive attitudes, behaviors, and values are inevitably transmitted. This article summarizes research on a variety of topics related to psychosocial correlates of physical activity and urges caution in the way claims are made. (MT)

Examines three contemporary approaches to moral education, (values clarification, situation ethics, and critical issues), to see how far they satisfy the ideal of open-mindedness. Finds that while all three seek to avoid indoctrination and present different alternatives to traditional moral education with its emphasis on absolute moral values, all…