This paper examines Aristotle's view of the family as providing indispensible motivations for the moral education of the young, the inadequacy of the family in providing moral education, and the need for laws to protect the community and to educate the community regarding public affairs. (MT)

Examines the development of the "New England pedagogy." Finds that it began in response to the materialism and ambition of Jacksonian America. It sought to cultivate the capacity for individual self-government and to counter the commercialization of the classroom. (DM)

Presents the transcript of a 1973 tape recorded interview with Mark May, who is best known for the studies on cheating he conducted with Hugh Hartshoren in the late 1920s and 1930s. The interview covers May's career and his thoughts about the studies he conducted. (JDH)

The rapidly increasing number of camps in the 1910s through the 1920s led to the formation of camp directors' associations, the first nationally inclusive group being formed in 1924. An illustrative article from 1929, "The Future of Camping" (Edwin DeMerritte), discusses the mission and ethics of the camping profession and the role of…

Reviews the life and works of Jean Paul Richter, a German educator of the early 1800s, who is best known for his book, "Levana," a once widely read book on teaching young children. (JDH)

Theoretical differences between Kohlberg and Dewey are discussed, with emphasis on fundamental differences in their interpretations of the nature of morality. (IAH)

Examines the claim of 16th-century English humanist educators that they prepared their students for civic life by providing not only technical training in language use but ethical and moral training for negotiating basic life situations. Attempts to determine what might have been the role of imitation exercises informing students' ethical…

The history of American education's efforts to fulfill responsibilities for the moral and spiritual development of students is described. Views of Kohlberg and Fowler concerning stages of development are discussed. Recent research findings are presented, and implications for educational approaches are suggested. (Author/PP)

The author describes the Allen School of Northborough, Massachusetts, which emphasized the "innate goodness" of children's natures and stressed practice and experience in education. She contrasts the Allens' educational philosophy with that of Bronson Alcott. (Author/SK)

The current status of the United States as an "immoral" society has a direct correlation to the lack of serious attention given to moral education in the classroom. Morality, and what constitutes morality education, is a topic of concern for parents as well as educators. Morality, as a term, incorporates the social, economic, and…

This essay considers Jean Jacques Rousseau's conception of history in "Emile" and its relationship to Rousseau's educational curriculum. History is, for Rousseau, at the heart of the curriculum and is one of the chief instruments for imparting knowledge of the world and encouraging moral behavior. (PP)

Describes a 1920s study by Hartshorne and May, the "Character Education Inquiry," and summarizes its three-volume report, "Studies in the Nature of Character," about students' moral development and ethical instruction. Emphasizes findings that discussing hypothetical dilemmas and supplying moral knowledge are less effective…

The relationship between work and education in the People's Republic of China is discussed. Parallels between Confucian and Maoist views of education, the Maoist view of education as an instrument to overcome the inequities in society, and work in education as an agent of moral improvement are described. (MLW)

Influenced by the aesthetic theory of the Englishman John Ruskin, late 19th century art educators Norton, Jarves, Hoppin, and Comfort created a climate of opinion in which art education came to be considered a kind of moral education. Art instruction was expected to improve character and conduct. (RM)

Analyzes results of 1896 survey of school inspectors regarding the moral understanding of teachers and pupils in Ontario. Uses school inspectors' commentaries to relate morality and the development of moral character. Makes a distinction between abstract moral obligations and concrete moral customs. (DMM)