Suggests using debate in a composition class to teach decision-making skills, values clarification, and careful articulation of personal thoughts and opinions. (MKM)

Describes a reading instruction technique designed to stimulate spontaneous verbal interaction through a problem solving task. The technique is suggested for content area reading. (MKM)

Argues that developing a critical praxis for teaching the young to "read the world" involves seeing the world in more than one way, so more than one definition of "normal" exists. Suggests learning to read the world means learning to see the coexisting multiple realities in daily life and to remain aware of those outside one's immediate view.…

Explored the conceptual and empirical issues related to the moral and ethical basis of professional practice in teaching through a study of two culturally diverse elementary school classrooms in urban Canada. The practices of these two teachers illustrate the moral values inherent in their teaching approaches. (SLD)

Explores possible responses to students' writings about religion. Suggests a social-epistemic response, urging students to examine their assumptions and to write for conflicting audiences. Proposes a unit on religious discourse, including various readings on religious rhetoric combined with students writing about their own religious background and…

Discusses the attack on the sensibilities of adolescents by the relativized and fragmented effects of the information revolution. Argues for the importance, in light of such a social environment, for the teaching of ethics in high schools. (HB)

Suggests that the teaching of free expression may be the highest calling of a communications or journalism professor. Argues that freedom must be tempered by a sense of ethics. Calls upon teachers to encourage students to analyze the questions surrounding free expression. Describes techniques for scrutinizing journalistic myths. (SG)

Investigates the role of aesthetics in biological inquiry and in appreciation of the concepts of biology. The paper focuses on the role of rhythm in biological process and in aesthetic experience, offering teachers background in the aesthetics of biology so they can better include aesthetic aspects of the science in teaching. (SM)

Experiential education can provide a framework for transmitting and inculcating the values and philosophy of deep ecology. The ideal outdoor experiential program would include the deep-ecology principles of (1) knowledge and sense of place; (2) wholeness of self; (3) identification with nature; (4) integrity of program practices with espoused…

Attempts to begin a process of pedagogical self-evaluation by considering how David Hume's Is-Ought fallacy can serve as an instrument with which to evaluate the content presented in a given teaching situation. Investigates the Is-Ought fallacy through an in-depth examination, and relates it to specific pedagogical issues in music education. (CMK)

Shares some ideas from research that examine the connection between mathematics and culture, focusing on the values inherent in teaching in the ways that teachers plan for and implement instruction. (ASK)

Educating for personal and social responsibility, from the perspective of moral cognition, involves promoting students' cognitive development. The literature suggests several approaches as successful in promoting cognitive development. Though Kohlberg views this development as primarily facilitated by dialogue with individuals in more advanced …

Fundamentalism and democracy are presented as opposing forces in a world in conflict. Fundamentalism is described both as a threat to democracy itself and also to supposedly democratic institutions such as the university. First, fundamentalism is defined in its various guises: Christian, Islamic and economic. Each of these forms is pernicious in…

It can be difficult to think of teaching critically as a social responsibility within settings that do not appear closely related to larger social values, practices, and problems. The author uses an interpretive ethnographic method to study criticality in the classroom within a job reeducation program designed to prepare laid-off factory workers…

Stories play an integral role in our lives. They provide a context for us, a backdrop against which to measure our efforts. We learn through these stories or narratives--about the world, our ancestors, and our geographic region. We learn about values, beliefs, and ideas (good and evil). Stories can also reinforce moral standards important for…