Distinguishes two aims of morality, the need to avoid trouble and the social requirement to share, and addresses means of achieving them, including conditioning and cultivating dispositions required for sharing. Argues that moralists need to describe sharing situations clearly and transmit the understanding and practice of them to children. (DSK)

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)

The authors examine how definition of "handicap" depends on assumptions about social values. The role of educational research in clarifying these assumptions is considered. (CL)

Argues for a procedure for moral education that begins by categorizing the meaning of moral, establishing what counts as good performance, framing assessment methods, and devising experiments in methods for moral education that result in practical recommendations. Explains that it must be decided what counts as moral reasoning. (CMK)

Maintains that the content and methods of moral education are inextricably intertwined. Develops a view of moral education which recognizes the synthesis of content and process in students' school and home life. (JDH)

The contribution of philosophy to education in terms of clarifying concepts and values involved in education is discussed. Philosophers must attempt to enter the decision-making processes of education wherever appropriate. Focus is on philosophy in principle and practice. (TJH)

Altruism is an ideal which is almost universally approved. It is argued here that such almost universal acceptance of altruism may be grounded on a failure to interrogate the complexity both of the philosophical construct and of the human motivation underpinning its implementation.

Defines moral education as an education in morality. Identifies morality as a particular way of life that has its own logic and reason. Recommends looking anew at fundamental concepts of moral education and building approaches and methods out of these new perspectives. Discusses overcoming resistance to this approach. (MJP)

Lists arguments for using corporal punishment in educational institutions and considers some advantages of its use. Asks when it should be used, who should be empowered to administer it, and why there are increasingly strong feelings against corporal punishment in some societies while others continue to use it. (BT)

Sealey has misunderstood Wilson's position on religious education. Religious understanding must be accountable to the same forms of thought and rational procedure as other forms of understanding, such as science and history, or there is no point in attempting to teach it. (IS)

Explores the meaning of de-intellectualization relative to teacher education. Suggests that education is not yet properly understood either in philosophical or empirical terms. Notes that it is bound up with values and concepts as well as a number of practical and institutional difficulties and thus susceptible to fantasy and prejudice. (KO)

Discusses authority's relevance to moral education. Suggests that the concept of authority has been neglected in theory and practice. Argues that no human interaction is possible without authority. Discusses authority's legitimacy and scope of authority in the context of compelling school attendance. Underscores authority's role in moral and…

Discusses the relevance and importance of seriousness in education, explaining that schools do not coherently teach the kind of monitoring and personal engagement required of a serious student, probably because the nature and need for it is not recognized. The paper suggests that no type of moral or serious education is possible without a basis of…

The author outlines the basic requirements of moral education, discusses obstacles to it, and suggests that practical possibilities for its acceptance may be found in international cooperation and in research and development efforts. (SJL)

Explains that the concepts marked by shame and guilt are analyzed briefly. Reviews the merits and demerits as types of moral motivation, stating that both may be paralyzing rather than morally constructive. Reports that fear and desire are considered as alternative motivations. (DAJ)