This 72-item bibliography presents an overview of publications related to moral development. The listing includes books and articles related to individual moral character development and how schools are involved in the development process. (EH)

Schools should not teach values directly, but education can never be value-free. Schools can best promote moral responsibility by treating all students fairly, providing good role models, using discipline to help students, balancing competition with cooperation, and providing opportunities to students for responsible and altruistic behavior. (TE)

Argues that there are two types of values held by all individuals. Contends that "hard" values are exemplified by consistent behavior and sacrifice whereas "soft" values are merely illustrated by making choices. Calls for a national consensus on recommended values that would be taught in the schools. (CFR)

Challenges Christopher Ormell's contention that individual values should be categorized into "hard" and "soft" values. Suggests that a continuum exists between the two extremes representing the degree of difficulty and sacrifice. Recommends that values education in schools be based on a continuum ranging between the two…

Describes a comprehensive national survey of children's moral values which asked fourth through twelfth grade children about moral issues. Results revealed that American schoolchildren act on moral assumptions, although the assumptions are not uniform and are, therefore, difficult for teachers to address. (SM)

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)

Contends that there is a growing trend in moral philosophy to return to the use of examples from everyday life to analyze moral virtue and character traits. Recommends the use of vignettes from well-known literature and actual contemporary events to illustrate moral dilemmas and ethical choices. (CFR)

To aid in the development of moral and ethical frames of reference necessary for citizenship in a democratic society, the booklet outlines 7 programs for K-6 students that present 19 concepts for affective education instruction in the areas of values, attitudes, and interests. Some of these include freedom, honesty, loyalty, responsibility,…

Discusses an approach to moral education that is based on developmental theory and involves creative dramatics and role playing of themes in children's books. Guidelines for preparatory exercises, an outline of the dramatization process, and a list of books classified according to feelings, emotions, and character traits illuminated in the stories…

Reports on a study of the effect of community service on 71 undergraduate students. Finds that community service work combined with discussion of relevant moral issues is an effective way of moving students into the postconventional stage of principled moral reasoning. Discusses other benefits of community service work. (CFR)

Contends that the concept of levels of moral maturity in psychology focuses on character formation in children's development. Asserts that virtue theory in ethics can be helpful in pointing out the ethical implications of current work with children. Argues for the usefulness of ancient ethical concepts. (CFR)

Reports on a 3-year study of 855 adults who quantified reasons for choosing 1 conflicting behavior with another. Finds that, when the reasons to do something are roughly equal to the reasons against doing it, extraneous effects from the participants "life-world" often interfere as moral temptations. (CFR)

Argues that effective sociomoral group treatment programs must not only motivate but also remedy the limitations of antisocial youth who would help one another change. Proposes a program with program implementation, outcome evidence, and a plea for program evaluation. (CFR)

Argues that liberalism is strong enough to sustain a moral consensus if its logic and psychological bases are understood. Rejects ideological positions, emphasizing the value of rational discourse for reaching consensus. Encourages liberal educators to make clear their commitment to a liberalism that avoids both authoritarianism and paranoia. (CH)