Educational games are usually developed by copying existing recreational games and adding instructional components, or by using the intuitive preferences of the designer. However, existing games attract people through ideological value exemplifications. Moreover, whatever else they teach, games teach ideologies of either preservation, equality, or…

Efforts to reform teacher education should include careful reconsideration of what teachers learn about curriculum design and instructional methodology. The selection and organization of school knowledge have significant social, political, and ethical implications that are ignored by traditional, rationalistic assumptions about educational…

In this response to commentaries by Ali Sammel, Jhumki Basu and Alberto Rodriguez, I present my perspective on three important issues raised by the commentators. These issues relate to the role of a researcher in her field settings and society, the critique of science and science education as oppressive dominant discourses, and co-opting…

Maintains that there is an ethical dimension of teaching as an educational activity. Asserts that educators must avoid the errors of considering the ethical dimension as an alternative approach to education as a technical action. Suggests that a human rights framework be used to derive ethical content. (CFR)

Maintains that spirituality, by reason of its very nature and essence, is antithetical to the goals of state education. Argues that efforts to define spirituality as separate from religion are disingenuous and driven by a specific political agenda. Discusses the conflicting goals of spirituality and secular institutionalization. (MJP)

This study evaluated a college level Introductory Psychology course taken by 23 precocious adolescents during a three-week summer residential program. This evaluation measured not only knowledge gain, but also understanding, generalization, and application of that knowledge. Immediate post measures of participants' knowledge, understanding, and…

Argues against the limited definition of spiritual education as strictly concerned with the mystical and transcendental. Maintains that a broader application of spiritual education can and should be offered. Asserts that this application needs to be developed in terms of curricular objectives and assessment. (MJP)

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…

Asserts that the ethical dimensions of teaching involve complex decisions found in the sense-making process and deeply embedded in teachers' professional lives. Reports on a study of a middle school science teacher and how emancipatory learning, control, and social expectations influence teaching behaviors. (CFR)

Asserts that professional morality deals with decisions, strategies, products, and by-products in teaching. Reports on interviews with 60 teachers and discusses 5 types of decision making. Concludes that appropriate teacher training programs can help develop conceptual frames of professional responsibility. (CFR)

Reports on interviews and case studies of 124 secondary teachers about their attitudes and opinions toward professional ethics. Discusses teachers' individual professional ethics. Suggests the development of preservice and inservice programs concerning ethical awareness and the relationship of personal ethics to classroom instruction. (CFR)