This article examines the antecedents of the 'British Values' (democracy, rule of law, equality of opportunity, freedom of speech and the rights of all men and women to live free from persecution) which it is incumbent upon British schools to teach. But it also seeks to move the debate forward by pointing to the 'British Virtues' without which it…

Two experiments were conducted to investigate the influences on 4-8 year-olds' and adults' moral judgments. In both, participants were told stories from previous studies that had indicated that children's judgments are largely outcome-based. Building on recent research in which one change to these studies' methods resulted in substantially more…

The UK's 2016 decision to exit the European Union and the discussion surrounding it indicate that public understanding of British identity has important consequences, one way or another. Defining British identity will be an important task in the years to come. The UK government not long ago provided some guidance on the matter of British identity…

The spread of examination throughout educational institutions is often viewed as an overly constraining influence, one that distorts pedagogic relationships and prevents more genuine educational activities from taking place. This critique of examination ignores the extent to which the structure of the school and the soul of the child are already…

Games and other forms of play are used in today's libraries to attract underserved patrons, to introduce patrons to other library resources and services, and to facilitate engagement between library patrons. While many perceive gaming as a new library service, gaming services have been part of librarianship since the nineteenth century through…

In recent years, the idea of cosmopolitanism has variously been explored as a political philosophy, a moral theory and a cultural disposition. In each of these cases, this new interest in cosmopolitanism is based upon a recognition that our world is increasingly interconnected and interdependent globally, and that most of our problems are global…

Draws a distinction between moral education and moral training. Maintains that a moral education should provide secondary school students with an understanding of the transcultural essence of morality which could first be approached through the writings of Plato. (JDH)

Examines the nature and significance of the relationship between race, culture and morality. Draws implications for the classroom teacher in relation to schooling generally and moral education in particular. (Author/JDH)

Reviews the contents of the March, 1985 "Swann Report" which looked at the task of educating British children for a just and harmonious multicultural society. Gives special attention to the moral and ethical dimensions of this task. (JDH)

Provides an overview of the issues surrounding multicultural and antiracist education as aspects of moral education. Introduces the remaining articles in this issue. (JDH)

Maintains that the great need in moral education is to consider general moral standards and arguments first and apply these to behavior affecting racial inequality, rather than to start from a concentration on racism, working back towards morality. Considers the consequences of confusing race with culture or viewing religion only as a…

Describes the dilemma in multiethnic education that arises when demands for equal opportunity for women are in conflict with the special status accorded to the moral education of women in some cultures. Urges teachers to adopt a positive attitude toward the protection of individual freedoms. (Author/JDH)

It is argued that the main function of English as a Second Language (ESL) in Britain is to maintain white power in the United Kingdom. Some of the processes and mechanics at work behind the benign ESL facade are explained. (Author/JDH)

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)

Explains the anomalous character of approaches to moral education that focus on love and an ethic of care. Argues that if moral education is to foster generative love, education itself must be redefined and moral education as we know it must be transformed. (Author/DH)