Outlines considerations to determine if a particular school will benefit from employing values clarification techniques. (MLF)

By abdicating their authority and attempting to be value-neutral, teachers and textbooks have, in effect, become valueless. If the American democratic tradition is to survive beyond the end of this century, American educators must ensure that future generations of all races, religions, and cultural backgrounds respect and honor this country's…

Ethical instruction is a difficult task in any society, but doubly so in the U.S., because our culture stresses individual development over commitment to the group. Attention to school bonding, special ethics instruction, California's Community of Caring project, and community service opportunities are powerful strategies to aid moral development.…

Author suggests that the school has a moral imperative to face up to society's problems and to exercise its unique capability for being the custodian of values. (Editor)

Reviews the causes of the current crisis in education and suggests ways to make opportunities out of the challenges posed to our educational system. (WD)

Ethical leadership is the moral component of instructional leadership. Ethical guidelines for principals include respect for all members of society, tolerance for divergent opinions and cultures, equality of persons, and equal distribution of resources. Specific guidelines are provided to help principals exercise effective ethical leadership.…

The United States needs more citizens who question the morality of using military power to conduct foreign affairs and who can ethically weigh federal spending and industrial, environmental, and social priorities. Instead of bemoaning students' dismal math and science performance, we should address their woeful ignorance of history, literature,…

Morality should be taught in public schools. Ethics, the effort to apply simple moral rules, is too complex to teach to secondary school students. Very few adolescents can apply a conduct code requiring them to weigh refined issues, apply prudence, and display considerable self-control. Most lack the necessary maturity. Includes five references.…

The most fundamental curriculum question is "What is most worthwhile to know and experience?" A democratic orientation leads to answers to nine other questions relating curriculum planning to a goal of personal and social growth. (nine references) (MLF)

Illustrates the extreme diversity of private education and defends the use of the term "private" or "nonpublic." (WD)

Suggests that educators look to the work of John Dewey to explore how to communicate ethical principles, build a strong curriculum, and regain respect for education. (JM)

Discusses a program developed by the Century III Foundation, which attempts to interject value analysis in the educational process. Includes a diagrammatic presentation of a Moral Valuing Paradigm. (MD)

Author takes a hard look at certain facets of contemporary American society and challenges educators to throw their weight on the side of the eternal verities.'' (Editor)

School administrators make hundreds of decisions each year that affect their schools' academic and ethical quality. This article presents 12 practical dilemmas involving evaluation, discipline, and community relations to test secondary principals' character and reveal the ethical quality of their leadership. (MLH)

A great deal of ambiguity is associated with a moral view of leadership. The idea that educational leaders possess scientific-technical expertise and can scientifically mold the educational process must be abandoned. The true leader encourages open dialogue and recognizes unquantifiable standards. Includes 10 references. (MLH)