While interscholastic sports help young athletes enhance sport skills, physical fitness, self-discipline, sportsmanship, teamwork, time-management skills, self-confidence, and mental toughness, their benefits actually surpass even these. Interscholastic sports also promote life skills and lessons and enhance academic performance. The National…

While interscholastic sports help young athletes enhance sport skills, physical fitness, self-discipline, sportsmanship, teamwork, time-management skills, self-confidence, and mental toughness, they also promote life skills and lessons and enhance academic performance as well. Coaches have a tremendous opportunity--and responsibility--to instill…

As role models, mentors serve as moral exemplars to their proteges. Yet, since the mentoring literature gives scant attention to the mentor's role in protege moral education, mentors are largely unwitting participants in this process. Grounded in research from moral psychology and philosophy, this article provides guidance to mentors who want to…

The role of teachers in the social, personal and moral development of students apart from education is discussed.

The contribution of various educators, including William Holmes McGuffey, in developing a character education-based curriculum in the United States is discussed. The role of teachers in moral education of students too is described.

The Cross-Cultural Experiences program for immigrant adolescents assumes that these adolescents are not different from their American-born contemporaries in ego development, moral reasoning, and identity development. The experimental curriculum stimulates psychological development. (Author/BEF)

Character education is a historical and fundamental objective of a sound physical education program. Excerpts from speeches by eminent American physical educators from 1885 to the present focus on the moral and ethical development of young people and instilling in them a sense of their potential for spiritual growth. (JD)

This paper offers suggestions for structural changes needed in the classroom to develop the moral side of students' lives. Curriculum designs often do not translate into moral behavior. A more systemic and philosophically pedagogical interest in moral development must begin to pervade classrooms in order to make them places where student ethical…

This chapter addresses the role of character development in the college experience, the dimensions that constitute it, and various methods to assess its outcomes.

Offers a trenchant critique of Jean Piaget and Lawrence Kohlberg, both of whom claimed to identify stages in moral development that are "universal, culturally invariant, and nonregressive." Explains some inadequacies in these theories, which have become so influential in education, and offers suggestions for further investigation. (MJP)

Discusses Montessori theories for development of social, moral, cognitive, and emotional dimensions of the human personality during the second plane of development--age six to puberty--as these theories relate to the theory of optimal experience. (JPB)

Maintains that the Defining Issues Test (DIT) is now the most frequently used measure of moral judgment development. Reviews the history of DIT research. Asserts that the measurement system provided by the DIT would put the cognitive developmental approach in a better position to affect change in the moral development field. (CFR)

This paper discusses an expanded definition of the concept of emotional giftedness in children as defined by Annemarie Roeper. In contrast to examples of academic and artistic prodigies, cases are reviewed that illustrate less tangibly measured examples of children's giftedness, such as expressions of compassion, moral sensitivity, positive…

The Lisle Fellowship program in 14 countries focuses on human relations in an intercultural group and integrates interaction within the group to interaction within the host community, attempting to broaden personal perspectives about values and attitudes. A time is provided to risk new behaviors or test new responses. (MSE)

Examines how the principles and virtues of Confucianism holistically meet moral education's requirements. Discusses justice, equality, and truthfulness as Confucian principles and the character virtues (wisdom, courage, compassion, and love) necessary for living the moral life. Stresses understanding motive, arguing that the moral person desires…