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Bilimoria, Purushottama – Education with Production, 1993
Discusses the impact of John Ruskin on the early development of Mahatma Gandhi's thought and outlines Gandhi's basic education scheme. (JOW)
Descriptors: Educational Philosophy, General Education, Moral Development, Personality Development
Puka, Bill – Moral Education Forum, 1987
Discusses Kohlberg's theory of moral development and the criticism leveled against its four main assumptions. States that if these "supposedly foundational" assumptions were discarded, the theory would stand on its own. Concludes that since the major criticisms focus primarily on these assumptions, dispensing with them would eliminate…
Descriptors: Developmental Psychology, Ethics, Evaluation, Higher Education

Zollman, Mary Ann – Journal of Correctional Education, 1993
Suggests that educators are called to define and describe truth more foundationally than before if they are to facilitate existence that is right, just, and correct. Describes the shift from the Newtonian model of what it means to be human to a more Einsteinian understanding and its requirement of more formative learning processes. (Author/JOW)
Descriptors: Correctional Education, Human Dignity, Individual Development, Learning Processes

Rybash, John M. – Community Services Catalyst, 1981
Reviews the theoretical assumptions of Kohlberg's cognitive-development analysis of moral reasoning; discusses the construction of moral education programs along Kohlberg's principles; and emphasizes the psychological processes which account for the growth of moral reasoning during adulthood. (Author/AYC)
Descriptors: Adult Development, Adult Learning, Cognitive Development, Moral Development

Gehring, Thom – Journal of Correctional Education, 1993
Discusses how views of correctional teacher characteristics have changed and how teacher aims have been linked directly to student character formation. Includes historical and cultural contexts, teacher selection issues, and a summary. (Author/JOW)
Descriptors: Correctional Education, Educational History, Institutionalized Persons, Moral Development
Shoemaker, Diane; Krohn, Janis – 1984
After explaining the development of the conscience, or "superego," as closely related to self-esteem, and produced through experiences with caregivers, this discussion indicates the nature of discipline and differentiates between discipline and punishment. Four principles assumed to operate in the development of conscience are specified.…
Descriptors: Childhood Attitudes, Emotional Experience, Infants, Moral Development
Sockett, Hugh; Alston, Kal – 1989
This document explores the way in which courage, as a central virtue, and friendship, as a valued human state, have a significant place within the view of the education of character. Education of character is determined to bridge the gap between moral judgment and moral action. This paper has five sections. First, the need for character education…
Descriptors: Elementary Secondary Education, Ethical Instruction, Friendship, Moral Development
Hague, William J. – Gifted Education International, 1998
Describes higher levels of morality by contrasting Kohlber's Cognitive Developmentalism and Dabrowski's Positive Disintegration. It argues that far from being a gift, high-level morality is a function of the whole person. It is something chosen and striven for, and the result of compassion and some kind of disintegration. (Author/CR)
Descriptors: Ability Identification, Cognitive Development, Definitions, Empathy
Himes, Kenneth – Momentum, 1994
Discusses the role of conscience in moral decisions and several approaches to moral education. Indicates that moral development is an interactive process between children and their environment and that empathy, delayed gratification, and the courage to withstand social pressure must be encouraged in the moral education of youth. (MAB)
Descriptors: Elementary Secondary Education, Ethical Instruction, Integrity, Moral Development

Turiel, Elliot; Smetana, Judith G. – Merrill-Palmer Quarterly, 1998
Defends domain theory approach to children's moral development based on limitations of Piaget's original theory. Argues that Fowler's characterization of domain theory research omits important features and studies. Maintains that distinctions between morality and convention cannot be reduced to differences in perceptible harm and punishment; it is…
Descriptors: Child Development, Cognitive Development, Early Experience, Moral Development
Boston Univ., MA. Center for the Advancement of Ethics and Character. – 1996
This paper describes guiding principles of educational reform founded upon character education. The signatories of the declaration recognize the following precepts for character education: (1) Education in its fullest sense is inescapably a moral enterprise; (2) We strongly affirm parents as the primary moral educators of their children and…
Descriptors: Codes of Ethics, Elementary Secondary Education, Integrity, Moral Development

Dobert, Ranier – Zeitschrift fur Padagogik, 1987
Offers a critical analysis of Kohlberg's moral development theory. Claims that the theory misses a level of operative structures and needs to have its stage descriptions revised. Concludes by considering instructional implications. (Author/JDH)
Descriptors: Cognitive Development, Educational Philosophy, Elementary Secondary Education, Ethical Instruction

Sockett, Hugh – American Journal of Education, 1988
Children need to acquire the qualities of determination, carefulness, concentration, self-restraint, patience, conscientiousness, and endurance. These aspects of personal capability are important to the moral life in schools and thus should be part of their ethos. They must be modeled by teachers as ways to overcome and avoid difficulties. (VM)
Descriptors: Child Development, Cultural Pluralism, Educational Environment, Moral Development

Carlin, David R., Jr. – Educational Theory, 1981
Instead of confirming John Dewey's ideas, Lawrence Kohlberg's writings on moral-cognitive development conflict with some of Dewey's principal concepts about moral development. Dewey's views of psychological growth, or development, and attainment of the good are contrasted with Kohlberg's findings. (PP)
Descriptors: Cognitive Development, Developmental Psychology, Developmental Stages, Educational Philosophy

Wolf, Aline D. – NAMTA Journal, 1999
Challenges Montessori educators to assess how effectively a Montessori education achieves its spiritual goals in the formation of character. Maintains that the prepared environment may not be enough, given the assault of commercialism on the growing minds of children, especially in the form of advertising. (Author)
Descriptors: Advertising, Children, Educational Environment, Educational Philosophy