Provides a critical evaluation of Clive Beck's Reflective Approach to values education, analyzing its ethical assumptions and questioning its philosophical justifiability. Feels that Beck muddles the distinction between moral and nonmoral values and that the Reflective Approach is relativistic and inadequate to deal with interpersonal conflict.…

Reviews arguments concerning method, content, and intention as the defining features of indoctrination. Concludes that the entire debate is misconceived because it does not focus on learner experience. Urges consideration and discussion of two varieties of indoctrination--intentional and unintentional. (DMM)

Contends that values clarification is an inadequate mode of moral education. Presents values clarificationists' explanations of the approach; analyzes the asssumptions and implications of the values clarification program; and demonstrates the limitations of the approach for developing virtuous character. (WL)

This paper argues for moral education as a crucial component of lifelong education. The approach to moral education developed by the Association for Values Education and Research (AVER) is outlined, and it is suggested that this program (or something like it) should be central to all programs of lifelong education. (Author/SJL)

Discounts arguments that students should choose their own moral values. Suggests that emphases on teachers' neutrality in moral education promote an overly rigid separation of fact and value and of moral content and moral form. Considers the formation of early moral habits indispensible to the development of moral reasoning. (DMM)

Points to three deficiencies in values clarification as a program of moral education; i.e., failure to distinguish the intellectual traits essential in moral valuing; failure to contribute to students' moral development; and failure to consider the purpose and mechanics of moral argument. Concludes that values clarification promotes ethical…

Contrary to the claim of Lawrence Kohlberg that moral virtues are arbitrary standards of character, it is argued that the moral virtues and judgement are indispensible to one another and to the development of moral character. The case is made by a careful analysis of the concepts "habit and virtue." (Author/SJL)

Discusses the affective factors that underpin and guide moral judgements. Suggests a pedagogical model for affective development in moral education, based upon the expanding social environment in which a person defines and redefines him/herself and that environment's relation to the educational milieu. (DMM)

Summarizes conclusions from research on sex and age differences in moral reasoning. Finds men focused on rights and women on responsiblity, and older adults better able to articulate their moral positions though no longer engaged in moral growth. Suggests changes in the content and pedagogy of moral education. (DMM)