Provides profiles of contemporary figures who can serve as appropriate role models (heroes and heroines) for today's young people. Profiled are Desmond Tutu, Neil Armstrong, Mother Teresa, Lech Walesa, Jesse Jackson, Jacques Cousteau, Sharon Christa McAuliffe, and Anatoly Shcharansky. (SKC)

Teaching strategies to help elementary social studies teachers teach distributive justice--i.e., fair sharing of available resources--are provided. Also described are the approximate age levels and the different levels of reasoning associated with distributive justice. (RM)

Presents results of a study designed to promote social justice by teaching English primary school children about social discrimination. Confirms evidence that children aged 7 to 11 can recognize unfair discrimination against oppressed groups. Suggests children will recognize discrimination even without reference to oppressed groups. (DK)

This paper discusses the work of Emile Durkheim and his interest in developing a science of ethics that would enable the social sciences to guide social and political policy. One of his main policy interests was education, specifically the construction of moral values. Durkheim proposed a secular approach to morality and moral education. Moral…

To aid in the development of moral and ethical frames of reference necessary for citizenship in a democratic society, the booklet outlines 7 programs for K-6 students that present 19 concepts for affective education instruction in the areas of values, attitudes, and interests. Some of these include freedom, honesty, loyalty, responsibility,…

Identifies goals of character development for elementary school children. Offers four processes that promote positive social growth and moral maturity: (1) building self-esteem and a sense of community; (2) learning to cooperate and help others; (3) reflecting on moral choices; and (4) participating in decision making. Suggests how teachers have…

This Texas education resource guide is provided for teachers to plan a character education program which incorporates "Building Good Citizens for Texas" into the classroom curriculum and schoolwide activities. The guide points out that, to be effective, instruction in character education must be appropriate to the developmental level of…

Outlines three factors that have influenced moral education during the past decade in the People's Republic of China: traditional Chinese ethical principles, Marxist-Maoist ideology, and contemporary needs. Contends that traditional morality and modern socialism place heavy emphasis on character building and in instilling the virtues of…

Discusses a previous study of the operational and sociomoral reasoning of 70 congenitally deaf children. Reports that, although the results indicated no differences between the hearing and nonhearing students on the development of sociomoral reasoning, the researchers still advocated intervention programs. (CFR)

Responds to criticism of research into the development of sociomoral reasoning of deaf children. Defends research methodology and asserts that the criticism does not accurately interpret their hypotheses. Concludes that their recommended intervention program also would be helpful with sensory unimpaired children. (CFR)

Using the premise that skills for living successfully are learned, not inherited, this book details for parents and teachers specific skills that parents can teach that will make a difference in children's lives. The skills have been consistently named by researchers, parents, experts, and educators as critical to success, and pilot-tested at…

Discusses what teachers should do when older elementary students lie. Guidelines for handling the situation are presented along with suggestions for making children feel good about telling the truth. Three activities for encouraging truthfulness in the classroom are suggested. (SM)

Increasingly, schools are faced with the necessity of finding ways to shoulder a greater share of the burden of producing respectful, responsible citizens. Along with traditional academic subjects, schools must teach acceptable standards of conduct and the attitudes and attributes that foster them. This book provides ways to help teachers instill…

Discusses ways that language shapes moral experience. Suggests that words provide the tools necessary for thinking, feeling, and acting and so are essential to psychological functioning. States that understanding how language mediates the functioning of the psyche is prerequisite to understanding how narrative expresses moral experience and…

Maintains that children's ability to understand and use narrative precedes their ability to understand and use other genres. Asserts that the link between history and narrative is overlooked in discussions about children's historical understanding. Argues that children should use narrative. (CFR)