Five international conferences were held during the 1990s by the Peace Education Commission, a semi-independent subgroup of the International Peace Research Association. The conferences were held in Groningen (The Netherlands), Firenze (Italy), Kyoto (Japan), Budapest (Hungary), and Valletta (Malta). This document is a brief commentary on the…

Contends that public education has basic, secular texts that include basic human rights common to all the world's peoples. Identifies the Universal Declaration of Human Rights of 1948 as the first of these documents. Argues that schools in all nations should emphasize equality of rights and equality of dignity. (CFR)

Contends that middle- and upper-income youth may indirectly be the beneficiaries of social systems that are based on policies of injustice for the sake of profit or power. Suggests using an approach that helps such young people see that the establishment of social justice is beneficial to them as well as to the victims of injustice. (CFR)

Asserts that much of moral philosophy is an exercise in constructing theories for an ideal world. Contends that human beings are the basic subject of morality, not moral principles or theories. Maintains that consistent effort and trust building can bridge the gap across socioeconomic categories. (CFR)

Presents results of a study designed to promote social justice by teaching English primary school children about social discrimination. Confirms evidence that children aged 7 to 11 can recognize unfair discrimination against oppressed groups. Suggests children will recognize discrimination even without reference to oppressed groups. (DK)

Discusses the relationship between Lawrence Kohlberg's cognitive-stage theory as a further development of Piaget's moral theory. Argues Kohlberg describes moral thought and not the formation of the independent moral function. Finds Kohlberg's major interest is in the characteristics of stages of individual moral reasoning and the principle of…

Discusses Gilligan's explanation of the distinction between justice and care. Describes how she contrasts the two notions and explores the possibility of encompassing care within Piagetian developmental theory. Reviews Gilligan's position on justice and care as different forms of moral judgment. Examines different interpretations of universality…

Explores the meaning of distributive justice and considers the importance of teaching the concept in social studies classes. Delineates characteristics of reasonable arguments for treating people differently to bring about justice. Presents situations to generate classroom discussion of the concept of justice. (NL)

Contends that the development and use of moral imagination helps students become sensitive to social justice issues and should be encouraged. Asserts that this process will encourage students to become cognizant of the tension between private beliefs and public behavior. (CFR)

This report outlines a K-12 social justice curriculum combining interdisciplinary instruction, guided and broadly-based research, and teamwork with teachers and students. Students also have opportunities to develop contacts with the media and other agencies at many levels outside the school, to research and support personal viewpoints, to study…

Asserts that issues of equality and equity are important to teachers and school administrators. Reviews previous research and reports on interviews with students about their conceptions of fairness. Includes a table illustrating how students develop conceptions of fairness and a class survey. (CFR)

Argues that exposing children to some of Lawrence Kohlberg's moral dilemmas, such as Helga's dilemma, may be pedagogically unsound at the elementary-school level. States sample responses provided are inappropriate, rigid, and self-righteous. Provides 10 reasons why this dilemma and its designated responses are of questionable morality. Claims…

Constructs a model applying evolutionary biology theory to the development of children's sense of justice. Maintains that competition for scarce resources causes many of the moral problems involving justice. Examines the place of emotions in the sense of justice. Hypothesizes rules of justice that predate cultural history. (CH)