Character education specialists seem to know it when they see it, but what it means to call something a character education program remains unclear. One possible source for this uncertainty is the manner in which character education has been defined. By identifying certain features as necessary, existing definitions fail to encompass the universe…

This guide provides detailed and useful information about how to help children develop skills that allow them to practice conflict resolution. The first section, "The Setting," considers the environment and how it can enhance the qualities required for successful conflict resolution and minimize unnecessary conflict. The four chapters in…

Reaffirms the responsibilities of social studies teachers to teach character and civic virtue. Identifies a series of public and private character traits that students must learn if democracy is to succeed. These include civility, respect for law, persistence, negotiation and compromise, courage, and tolerance of ambiguity. (MJP)

Traces historical precedents of values development and citizenship education in the United States and Canada. Proposes a framework for democratic values education. Explores teaching methods and classroom environments that promote democratic citizenship education. Exhorts social studies educators to integrate teaching and learning in citizenship…

Proposes that collaborative small group work can serve as a model for transmitting democratic values and facilitating citizenship education in the classroom. Presents an example of a class divided into teams, arguing selected positions on immigration, and arriving at a written policy. Includes list of collaborative skills to be taught. (MJP)

Asserts that moral or behavioral deviants are unlikely to change their attitudes or behavior through traditional moral development or values education programs. Reviews literature on rehabilitation efforts and presents a three-phase model of moral development that reflects developmental stages in a person's life. (CFR)

Examines how the principles and virtues of Confucianism holistically meet moral education's requirements. Discusses justice, equality, and truthfulness as Confucian principles and the character virtues (wisdom, courage, compassion, and love) necessary for living the moral life. Stresses understanding motive, arguing that the moral person desires…

This book is about managing a responsive classroom and teaching children to care. The aim of every chapter and technique is the creation of self-controls and community, defined as the capacity to care about oneself, others, and the world. The 16 chapter topics are: (1) goals of self-control and community; (2) techniques of the first 6 weeks of…

Discusses the difference between sentimentality and compassion and provides various literary excerpts, drawings, photographs, and a list of additional resources that can be used in the classroom to develop compassion among students. (GC)

Argues that school service programs involving students in volunteer community efforts should be included in democratic citizenship education. Suggests that encouraging cooperation through volunteer service combats corrosive and anti-democratic effects of excessive individualism. Lists six characteristics of effective programs, compiled by…

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…

Current social studies programs do not include the study of prosocial behaviors such as altruism, generosity, and compassion. This omission legitimizes the view that human behaviors are self-serving. Curriculum developers should fashion programs which provide prosocial models and opportunities for students to conceptualize such behaviors and…

The activities in this book are idea starters for teaching about responsible behavior. The activities provide opportunities to discuss and reflect on personal and group responsibilities during daily activities in ordinary, familiar situations at home, school, in neighborhoods and communities. The ideas can be adapted and used appropriately in…

Parents and teachers can help children learn qualities (such as empathy, caring, kindness, and generosity) that contribute to a more peaceful environment. Children can be helped to learn the values and techniques of resolving conflicts without injuring others. We should be concerned about teaching peacemaking in order to prevent crime, drug…

Presents several activities for elementary social studies instruction about laws. Encourages linking the abstract concepts, "laws," to the more familiar, "rules." Focuses on justice and fairness. Lists references for additional ideas on incorporating law-related activities into social studies curricula. Includes list of objectives, stressing the…