This article suggests how movement analysis from a socially contextualized perspective can inform understanding about the significance of sociopolitical contexts and aesthetic values in Western dance training. Perspectives of movement analysis provide groundwork for discussing perceivable ways to address discrepancies between democratic and…

Introduces a special journal issue in which contributors reflect on how their work was influenced by psychologist Lawrence Kohlberg who died in 1987. Provides a short biography of Kohlberg, his education, and his interest in morality and moral judgment. (NB)

Describes the history of moral and values education in the United States, highlighting concerns about indoctrination and relativism. The current strength of several approaches is assessed: directive moral education supportive of common core civic values; values clarification; and the approach based on Kohlberg's theory. (Author/CS)

In spite of the criticism of humanism in public schools, the fact remains that humanism is a basic and vital part of modern education. Principles of humanism that are significant for today's education are outlined and examined from an historical perspective. (RM)

Describes the work of Harry S. Broudy and his impact on public education in the United States. Maintains that Broudy believed that universal values can be grounded in human nature. Presents Broudy's view that students in secondary grades should study the arts and humanities to acquire the values necessary for participatory citizenship. (CFR)

Changes in sex-related symbolism during the late 1700s are traced and gender is analyzed as a cultural, historical construct. The word "virtue" became gender bound so that public virtues, such as heroism, were inherently masculine. Feminine virtues were things such as a mother passively donating her sons to the revolution. (VM)

A chronological review of the values that have been presented in American basal reading series from the McGuffey era of the 1840s to the present. This article is one of four in this issue comprising the Teacher's Reading Seminar 1979. (SJL)

Theoretical differences between Kohlberg and Dewey are discussed, with emphasis on fundamental differences in their interpretations of the nature of morality. (IAH)

Presents articles which survey the moral issues concerning benefit-cost analysis, future generations and energy policy; assess past and predict future public opinions regarding nuclear energy; and review the automobile's role in energy resource use. Contains reports concerning the growth of STS education and the AAAS professional ethics project.…

The 1960s saw concerns about availability of land for camps and the beginnings of change in populations served and related programming. An illustrative article from 1965, "What Should Camps Stress in Our Affluent Society?" (Theodore Cavins), discusses the negative effects of growing affluence and leisure time and the need for camps to…

Sex education in the early 1900s was antisex in nature, discouraging sexual behavior and thoughts. The 1940s brought a moralistic view of sexuality as a part of family life. Sex education in the 1980s reflects the continuation of the sexual revolution and the idea that sex is healthy and normal. (JN)

Presents part of the Aspen High School curriculum about the United States civil rights movement. Focuses on why Blacks were segregated and disenfranchised prior to the movement, why the movement took place, what were the results of the movement, and what is the present condition of Blacks in American society. (JDH)

The radical implication and conservative influence of Dewey's work as a sophisticated feminist theory is discussed using three aspects of his thought: his understanding of school as a "public" institution; the designation of morality as a "force" in the world; and his linkage of the concepts of freedom and service. (Author/SJL)

Adam Smith used selections from English literature in his classroom during the eighteenth century because he believed that vernacular literature could provide a ready context for the teaching of ideological, social, and moral lessons. He believed that higher education should prepare students for the real business of the real world. (RM)

Influenced by the aesthetic theory of the Englishman John Ruskin, late 19th century art educators Norton, Jarves, Hoppin, and Comfort created a climate of opinion in which art education came to be considered a kind of moral education. Art instruction was expected to improve character and conduct. (RM)