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…

The first part of this two-part paper provides a general review of adult development and is premised on an understanding of andragogy. Andragogy is the art and science of helping adults learn. It is based on the following four assumptions about adults: (1) as people mature they become less dependent and more self-directed; (2) experiences serve as…

Identifies goals of character development for elementary school children. Offers four processes that promote positive social growth and moral maturity: (1) building self-esteem and a sense of community; (2) learning to cooperate and help others; (3) reflecting on moral choices; and (4) participating in decision making. Suggests how teachers have…

Responds to an article by David Dewhurst which argued that self-esteem is not always related to comparisons between oneself and others. Contends that personal qualities such as kindness and generosity are as important in developing self-esteem as achievement and competence. Concludes that both approaches are necessary if students' self-esteem is…

Discusses David Dewhurst's contention that students' self-esteem is best improved through self-acceptance rather than by comparisons with others. Argues that some comparisons are essential to the concept of self and therefore are important to self-esteem. Concludes that some students may have low self-esteem because they accurately assess their…

Discusses student criticism of higher education. Responds in the context of moral questions. Argues that education is about the development of a moral imagination. Suggests that students be encouraged to locate their own questions in material to be studied. Concludes that through storytelling teachers and students can find common ground as well as…

Replies to criticism of the author's views on self-esteem and self-assessment. Contends that there is more agreement than disagreement. Argues that the student-teacher relationship is more important than critics contend. (CFR)

Discusses how a prisoner applied education in psychology to his own $2 N:4rehabilitation. Argues that any motivated inmate student can find moral and ethical growth and development in the study of psychology. Suggests how some developmental theories relate to the inmate's life and evolution from guilt and blame to self-acceptance. (DK)

Suggests that attempts to segregate social-conventional reasoning from the moral domain may represent an artificial division ignoring major philosophic and psychological traditions. Discusses the individual, social, and relational dimensions of morality and the cultural context of moral development. Calls for continuing narrative and…

This text is intended for individuals studying or involved in college student affairs work and focuses on theory and research concerning the cognitive, affective, and behavioral development of today's college students. Part 1 examines the concept of student development in a chapter providing an historical context and a chapter on the role and uses…

Reports on the results of 180 questionnaires given to public school teachers and 26 structured follow-up interviews on how teachers view themselves as moral educators. Found that teachers' individual moralities shaped the choices they made. Discovered that, although reluctant to teach values directly, teachers feel a commitment to share their…

Identifies authenticity as the idea that there exists an innate and knowable self. Discusses this concept and how it relates to social, philosophical, and religious thought. Compares the Western concept of self, autonomous and individualistic, with the more interdependent and enigmatic Eastern ideal. (MJP)

Learning activities and background information are featured in this guide to a program of self-exploration and development suitable for high school students or adults. Introductory material explains the philosophy of the curriculum, which approaches alcohol and drug abuse prevention among Native people by presenting a code of ethics, ideals, and…