Through a contextual comparison of the theological ethics of H. Richard Niebuhr and the educational theory of Paulo Freire, I argue that socialization, while an essential task of moral education, is an insufficient aim. The proper aim of moral education is individual development. The intention of my argument is address tendencies towards…

The purpose of this paper is to consider four pedagogical applications within the Sport Education model to examine the ways in which a young person can become a literate sports person and develop ethical behaviour through engagement in physical education and youth sport. Through a systematic review of the Sport Education research literature we…

This dissertation explores the growing epidemic of academic dishonesty in the United States in order to propose an Aristotelian-inspired model for developing moral character to curtail this epidemic. The task is laid out in four parts. Chapter one responds to the problem of "akrasia," adopting a modified version of Devin Henry's…

While the ethical dimension of human-animal relationships has become a legitimate, rich subject for contemporary moral philosophers, scholars of moral education, and to a large extent, philosophers of education, have remained surprisingly silent on this subject. The primary purpose of this essay is to illustrate the relationship between the moral…

This article defines moral education, gives current examples of classroom experience in moral education, literature and program materials available and lists some problems the idea is encountering. (JA)

This article traces the connection between William James's writings in "The Varieties of Religious Experience" and Jean Piaget's work on moral development through Piaget's early work on religious experience. James characterises religious experience as unlocking deep personal power that can sustain a "strenuous mood". These ideas impacted the early…

Presents a historically based outline of six stages of human normative development. Elucidates this outline phenomenologically and derives a hierarchical scheme of normative behavior from which to develop programs of moral education. (SK)

Developmental findings on moral stages, moral-philosophic conceptions of principles, and the tenets of constitutional democracy cohere to define a philosophically and psychologically viable conception of moral education. Though outlined in 1909 by John Dewey, this conception has only recently gained the research support needed to make it truly…

The development of a curriculum for moral education in Great Britain is discussed, from agreement on objectives, through research and development (aided by publications) to teacher education. The role of parents and the public in supporting the school programs is viewed as an absolute necessity. (JB)

The effects of sensory deprivation in humans is discussed as well as the need for developing a moral education curriculum designed to rear children in an affectional environment of positive reinforcements. (JB)

Students' decisions are influenced by the moral climate of their school. Changing social, economical, and traditional family structures have contributed to an upheaval of moral foundations. As a result, schools are becoming a critical arena for students to develop into morally responsible adults. Consequently, the moral growth of teachers is an…

This paper provides an overview of the Perry Scheme for perceiving knowledge and values during the college years, and examines its use as a guide for counseling and educational practice in higher education. Paper presented at the Chicago, 1975 convention of the American Psychological Association. (Author)

In delineating a program of moral education for the schools, the question must be asked whether a framework of moral education can be provided that is constructive and responsible, and that does not simply impose a set of authoritarian values, yet give a child some guidance. (Author)

Given our present moral knowledge and human needs, a new discipline of Life Values Education, and particularly of Life Values guidance and counseling, is both a possibility and necessity. (Author)

Explains that the concepts marked by shame and guilt are analyzed briefly. Reviews the merits and demerits as types of moral motivation, stating that both may be paralyzing rather than morally constructive. Reports that fear and desire are considered as alternative motivations. (DAJ)