The theories of moral development of Lawrence Kohlberg and Carol Gilligan are compared and applied to a model which uses children's literature in the moral education of gifted children. (DB)

Discusses ways for parents (and educators) to use the life stories of heroes, such as individuals who rescued Jews from the Holocaust, to foster children's moral courage, sense of right and wrong, and commitment to others. (MDM)

Psychological and pedagogical benefits of studying and promoting speech culture are discussed, particularly as they affect the formation of personality in young people. Ethical and moral implications are mentioned. (15 references) (LB)

A survey of 380 trainers/personnel managers received 80 responses indicating that (1) larger organizations were more likely to institute ethics policies and programs and (2) most organizations are at a conventional level of moral development. (SK)

Ideology hinders compromise between proponents of character education and multicultural education. The future lies in seeking common ground, which will not be the same for all communities, must meet constitutional requirements, and will not please all stakeholders. (SK)

Our society does not need to make its children first in mathematics and science. It needs to care for its children--to reduce violence, respect work of every kind, reward excellence, and ensure a place for every child and emerging adult in the economic and social world. Our main educational aim should be to encourage the growth of competent,…

Notes that troubled children and youth often lack specific skills that are prerequisites for development of conscience and prosocial orientation. Describes how Boys' Town Model of teaching concrete interpersonal skills serves to empower youth with new options for prosocial behavior. Contends that once in possession of expanded repertoire of…

Linkages among gender, decision making, and values related to moral development and equity/equality are studied for 54 graduate and 186 undergraduate business school students (48 percent females) attending a Southern urban university. Results illustrate gender-related differences in value systems, weights of decision issues, and decisions. Future…

An education professor recounts her mother's profound influence on her life over the years. Her most important lesson was the sacredness of life. Teaching lost its status when education became secularized as a tool for economic mobility, when concerns for the spiritual became embarrassingly atavistic. (3 references) (MLH)

Discusses how views of correctional teacher characteristics have changed and how teacher aims have been linked directly to student character formation. Includes historical and cultural contexts, teacher selection issues, and a summary. (Author/JOW)

Examines the relationship between moral right and moral duty to be educated, discussing duty, right, education, and moral theory and suggesting that moral right and moral duty to be educated are partially independent and totally compatible with each other. Neither is superior, and both should be included in moral theory. (SM)

Suggests that the formation of habits is the basis of character and morality. Supports this suggestion with citations from Henry James and other writers, and with examples of intellectual diligence from the lives of Helen Keller and Anne Frank. (HTH)

The cognitive model of restructuring thinking and developing values was applied in two Spanish institutions for young offenders. Its success is altering the focus of reeducation centers and prisons from a custodial to an educative atmosphere conducive to developing social competence. (SK)

This essay uses poetry and diary entries of highly gifted young people to portray the process of individual identity development. Among topics discussed are theories of identity development, adolescence, awareness of difference by intellectually gifted children, development of a protective mask to hide a love of learning, moral development, and…

Studies a program that used cognitive techniques to improve moral reflectivity in primary school children in Spain. Claims to have succeeded in increasing reflectivity in the experimental group in comparison with a control group. Argues that this investigation opens new ways for interventions in the field of moral development. (DSK)