Describes the programs developed and under development for ethics education in the Salt Lake City schools. (IRT)

The superintendent of the Hudson Public Schools in Massachusetts describes educators' challenges to educate disaffected and disaffiliated youth. Recent research shows that prosocial behavior is stimulated by unity of one's sense of self and one's morality, sense of connectedness to others, and sense of meaning arising from contributing to…

This report examines the topic of moral education and describes the current trend toward increased adoption of moral education programs for public schools. The author identifies four different approaches to moral education, focusing mainly on the cognitive-developmental approach or Kohlberg model and the affective-relativist or values…

Moral education in the basic schools of the Netherlands is a counterpart of religion in the denominational schools. It is organized by the Dutch Humanistisch Verbond (Humanist League) which also trains humanistic educational teachers. That organization defines the humanistic context of this form of education. (Author/SJL)

The development of Scarborough's Values Education Project is described. The advantages and disadvantages of three reflective teaching methods: values clarification, Kohlberg's cognitive-moral development, and Allen's problem-solving approach, are outlined, and Scarborough's synthesis is discussed. (SJL)

Provides an overview of Puerto Rico's moral education program, an educational intervention policy conceived as a structured, permanent, and pervasive moral dimension of the entire public school curriculum. Identifies basic principles, goals, and teaching strategies; discusses the initial project phase; and examines current and projected…

Discusses the feasibility of Kohlberg's "just community" concept for preschool children. Kohlberg showed that elementary and secondary school students could operate in participatory democracies. Despite lower levels of cognitive development, Montessori preschool children demonstrated their ability to participate within a simplified…

This paper attempts to detail new directions that values education has recently taken in New South Wales, due to curricular and teacher inputs, and to analyze some of the effects these changes have had. (Author/SJL)

Draws an analogy between Kohlberg and Socrates in the substance and procedure of moral education from a societal perspective. (Author/BB)

In an effort to promote consistency in moral education practices in Indian schools, the All Indian Association of Catholic Schools (AINACS) is conducting seminars to collect and classify the principle values of the world's major religions and to develop these concepts into learning activities for the appropriate grade levels. (SJL)

A description of the design, achievements, and future directions of the in-service component of Scarborough's Values Education Project. (SJL)

Provides a point/counterpoint investigation into appropriateness of character education as a function of public schools. Lickona describes the implementation and success of various character education curricula across the country, while Skillen suggests that public schools may not be sufficiently pluralistic in their approach to support such…

Moral education, focusing on Korean cultural values and anti-communism, is part of the required school curriculum in the Republic of Korea. This report discusses the background, objectives, and content of the moral education program, as well as teacher training, time allotments at each grade level, and teaching methods. (SJL)

The objectives of the Tacoma (Washington) Public Schools' 5 year, K-12 values education program were to familiarize teachers with the theories of moral/ethical education, develop or identify appropriate curriculum materials, train teachers to use these materials, and evaluate the program. Participating were 244 language arts, social studies,…

Results are reported of a survey to examine values/moral education programs being proposed or implemented by departments of education in the United States. Questionnaires were mailed to the highest ranked state public school supervisors for social studies in each of the 50 states. Thirty-eight questionnaires were returned. Three states sent a…