Schools are responsible for civic education and for educating the students so they may live together. This means that they need to develop educative processes that take into account the social and affective dimension of the classroom, such as improvements in the atmosphere at school and the quality of teacher-student relationships. Practical…

Suggests a way of using developmental psychologist Lawrence Kohlberg's theories of moral development in the social studies classroom. Information is presented on background of Kohlberg's theories, stages of moral development, teaching with student dilemmas, and pertinent examples of student dilemmas. (DB)

Both cognitive and affective goals may be achieved through choice of instructional strategies in any particular subject area. Appropriate instructional strategies include socratic peer discussion of dilemmas, values clarification techniques, role playing, simulation and games, creative dramatics, and various classroom investigation techniques (the…

Discusses the affective factors that underpin and guide moral judgements. Suggests a pedagogical model for affective development in moral education, based upon the expanding social environment in which a person defines and redefines him/herself and that environment's relation to the educational milieu. (DMM)

Contains the second part of the "I Need a Friend" Copy Master Series designed for use by educators to teach children about the responsibilities humans have for their fellow creatures. The stories can be reproduced for distribution to students or used as a coloring book. (Author/SA)

By providing adolescents with the opportunity to interact with a much extended social environment of humans past and distant, the history teacher is able to promote maturity of moral judgment as an important aspect of social development. Some normative data relating to this transition in adolescents are presented. (Editor/RK)

The issues involved in the incorporation of values or value processes into the social studies classroom are abundant and complex. The purpose of this article is to examine issues and alternatives. (Author/JB)

Describes an evaluation of the Hammond Project, a humane society-sponsored humane education program in Indiana. The results show that there was little impact on the attitudes of students, based on the Fireman Tests. (SA)

Suggesting the use of the vocational shop program for personal development in addition to learning mechanical skills, the authors propose that instructors plan specific values and values clarification activities as a regular part of the shop program, including the teaching of positive attitudes and moral development. (BM)

A simplified inquiry process, structured by the teacher to require students to make decisions leading to values clarification and/or self-evaluation, is provided. (DE)

The purpose of this paper is to suggest some reasons why feelings are important to study as a part of K-12 social studies and to suggest a few ways this might be done. Reasons why feelings should be taught include the following. Knowledge of how people feel in various situations, as well as knowledge of the forces and factors which bring such…

Critiquing Skinner's and Kohlberg's moral development theories as inadequate, the author asserts that affective development (compassion, empathy, caring) is necessary to moral action. While saying that schools are limited in their ability to provide moral education, he outlines qualities of an educational environment which could facilitate moral…

The task group report presented in this publication is one of a series prepared by eminent psychologists who have served as consultants in the U.S. Office of Education-sponsored grant study to conduct a Critical Appraisal of the Personality-Emotions-Motivation Domain. In order to achieve the goal of identifying important problems and areas for new…

The author gives examples of how the concept of open education can be implemented and of what its successes and satisfactions can be. She also discusses the relevance of Dewey's philosophy to open education, noting the relationship of setting, evaluation, and curriculum to the larger issue of moral and social development. (AJ)

Presents a dilemma situation with a real conflict for the central characters, two conflicting values or moral issues, and is intended to generate disagreement among students about the appropriate action to be taken. A teacher's guide is included. (Author/SA)