The study was conducted to assess the moral reasoning of adolescent boys and girls in the light of Gilligan theory. The main objectives of the study were to investigate the moral reasoning of adolescent boys and girls with reference to responsibility orientation versus justice orientation and to compare the frequency of adolescent boys and girls…

Respect! Campaign is a learning program adopted by the leaders and staff members of East Side Community High School. It involves students and staffs in a process to discuss and define what respect means in their community. In this article, the author discusses how the school leaders at the school successfully implement the Respect! Campaign and…

Criticizes the values clarification approach for avoiding the structure of values, for allowing judgmental activites, for embracing moral relativism, and for not being founded in theory. (DW)

Contends that values clarification is an inadequate mode of moral education. Presents values clarificationists' explanations of the approach; analyzes the asssumptions and implications of the values clarification program; and demonstrates the limitations of the approach for developing virtuous character. (WL)

Professional literature dealing with values and moral education included in this bibliography contains generic principles and theories, or articulates significant issues and questions, or advocates and illustrates practices directly relevant to the counseling process. (Author)

Points to three deficiencies in values clarification as a program of moral education; i.e., failure to distinguish the intellectual traits essential in moral valuing; failure to contribute to students' moral development; and failure to consider the purpose and mechanics of moral argument. Concludes that values clarification promotes ethical…

Provides a detailed account and critique of all of Lawrence Kohlberg's writings dealing with the seventh stage of his moral development theory. Discusses the uniqueness of stage seven as compared to one through six. Concludes that stages one through six culminate in, but are not lessened by, stage seven. (Author/AEM)

The author advocates an approach to ethics teaching that places critical reflection at the center of ethics inquiry. Three other approachs to ethics teaching (applied ethical theory, applied Kohlberg, and values clarification) are critiqued. Suggestions for curriculum design are offered. (MT)

Examines three contemporary approaches to moral education, (values clarification, situation ethics, and critical issues), to see how far they satisfy the ideal of open-mindedness. Finds that while all three seek to avoid indoctrination and present different alternatives to traditional moral education with its emphasis on absolute moral values, all…

Value neutrality and values clarification fail to foster critical thinking about values. The values articulation approach identifies the rationality that is applied to value claims. It avoids noncognitivism and moral relativism and suggests ways the discussion of values in the classroom prepares students to deal with broader moral issues. (VM)

Values clarification is defined, explained, and described in the school setting, and the areas of expansion are listed. (DW)

Defines rationality and morality and contends that learning to be moral must be based on more than value-neutral approaches which stress process over content. Argues that instruction in moral principles need not be simple bald exposition, but must include proofs, evidences, and arguments, making it nondogmatic and fully compatible with the…

The teacher's role is not one of a supplier of values. Rather it is that of facilitator and clarifier of the valuing process. Philosophical reasoning, disclosure of differences, and moral significance of those differences can be used to further understanding of a moral dilemma. (JN)

The author criticizes values clarification techniques done without parental consent in non-elective courses because they invade privacy, lead to ethical relativism, and have the potential to damage children's ego-strength. (Author/AV)

Argues that moral and values clarification education encourages narcissism in youths through a focus on individualism and the personal. Finds similar tendencies in adolescent literature. Describes a moral education program designed to counter narcissism through a focus on cooperative relationships. Provides instructional techniques to counter…