Considers popular approaches to moral and character education in schools. Draws on the work of moral philosophers such as Kant and Kohlberg to construct a synthesis of direct and indirect teaching methods allowing children to make moral choices. Includes 25 references. (MLH)

Traces the history of moral education from the ethics-laden forties and fifties through the value-neutral sixties and seventies to the late eighties' focus on character, socialization, and culture. Offers a blueprint for future ethical instruction based on example, explanation, exhortation, environment, and experience. (MLH)

Describes the For Character Program that identifies and honors public and private schools in which students demonstrate high levels of positive conduct and academic effort. Outlines several school and classroom management principles that stress both character development and academic quality and resemble effective school characteristics. (MLH)

By taking the oath presented in this article, educators avow their dedication to their profession and its ideals, to their students, to their own continued learning, and to promoting political, social, and economic equality through education. (PGD)

Describes Getty Center for Education in the Arts, which espouses the ideas and skills of art production, art history, art criticism, and aesthetics and involves four activities related to the visual arts: (1) creating art, (2) perceiving and responding to art works, (3) understanding the place of art in culture and history, and (4) making reasoned…

Reviews constitutional history and principles, highlighting our federal republic's dual sovereignties, American citizenry as "ruling class," schooling for citizenship, the original Constitution's defects, and projects to amend the Constitution and approach the democratic ideal. Advises against a second constitutional convention because…

A teacher integrates character education into content lessons by lacing a "character cocktail" with community, manners, and ethical decision-making. (MLF)

Describes the "Educating for Citizenship" program, comprising curriculum materials based on the real-life experiences of 6-to-10-year-olds. Designed to alert youngsters to citizenship rights and responsibilities and to provide opportunities to practice citizenship skills, the program succeeds because it promotes civic participation and democratic…

Horace Mann's goal of creating a common school that brings our society's children together in mutual respect and common learning need not be frustrated by residential segregation and geographical separation of the haves and have-nots. Massachusetts' new common school vision boasts a Metro Program for minority students, 80 magnet schools, and…

Discusses three goals of character development for elementary school children: promoting (1) cooperative relationships and mutual respect; (2) moral agency; and (3) a moral community based on fairness, caring, and participation. Explores teaching strategies for building self-esteem and fostering cooperation, moral reflection, and participative…

Contemplating the root of the word "idiocy" leads the author to explore the challenge that democratic societies face of developing public-minded citizens. The schools, he argues, are the most likely institutions to succeed in that task. Schools in societies that are trying in various ways to be democracies, such as the United States,…

In response to changing social norms and "psychosocial epidemics" disrupting children's lives, schools must become more important agents of character development, providing education in civic virtue and personality adjustment. Schools'"damage control" function cannot succeed without involving families and reevaluating existing…

Educating youth about the goals of the social/cultural system in which we live is largely the responsibility of teachers. Enthusiastic and dedicated teachers are able to transform the classroom into a place where the values, habits, and patterns of behavior that are a part of this culture are passed on to the future generation. (MD)

Agrees with the Carnegie report that schools must be rebuilt, rather than merely repaired. Describes the organizational structure and six common principles of the Coalition of Essential Schools; gives examples of working, experimental school programs; and describes several studies currently being prepared. Eleven footnotes are appended. (IW)

Outlines the history of private education and the development of secular education in American public schools. Changes in growth in the private school sector seem to occur in response to public school treatment of religious values. (MD)