The development of character through physical education programs requires the use of specific methodologies. This article discusses ways in which physical education teachers may promote and encourage students' moral development and makes specific suggestions on how to do so. (JL)

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…

This paper addresses the pros and cons educators may encounter if they are involved in a character education program. Those supporting a character education program offer the following reasons: (1) decline of a traditional family structure; (2) erosion of the values system of key institutions; (3) the position of schools as the second most…

Growing public concern with student discipline, increases in student suicide rates, homicides, and high pregnancy rates of teenage girls are causing educators to give renewed attention to the concept of "character development" in public education. (MD)

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…

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)

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…

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)

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)

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)

This paper examines the research literature on character education and advocates its inclusion in the public school curriculum. Research indicates a connection between a lack of moral and ethical development and destructive behavior among children. Sections of the paper include: (1) Introduction; (2) "The American Moral Heritage"; (3)…

Examines three areas of Lawrence Kohlberg's work and suggests that this information might have future application in the field of moral development. Discusses the cognitive model underlying morality, the exploration of other psychological constructs of morality, and the new approaches to moral education. (KO)

Discusses the weaknesses inherent in Sidney Simon's values clarification method and Lawrence Kohlberg's cognitive moral development method, suggesting that single class, isolated instruction overlooks the affective, unconscious elements of character formation. Recommends an alternative holistic approach based on John Locke's concept of all…

Lawrence Kohlberg's empirical research does not, in itself, justify the claim that his higher stages of moral development are more adequately moral than lower stages; consequently, using Kohlbergian interventions to promote student development through these stages is unjustified. Empirical research, while necessary for planning and executing…

Many educators seem reluctant to instill in their pupils good habits such as honesty, respect, and truthfulness. This book emphasizes how teachers can create schools in which students practice and exhibit respect and responsibility. Many problems in schools, homes, and society at large, arise from a lack of good character. To develop moral…