Article argues that a prime educational goal should be to promote abstract virtues of loyalty and courage in the student, and describes the pitfalls involved in trying to do this. (MM)

The purpose of this article is: (1) to identify the problem of first importance raised by the trials: individual moral decisions in juxtaposition to the will of that individual's government; (2) to provide some guidelines for teaching; and (3) to outline broad procedures for effecting those guidelines. (Author/JB)

Although unknown in the United States, Celestin Freinet founded in France an influential educational reform movement, Ecole Moderne, based on four principles: (1) democratic values, (2) empiricism, (3) interaction with nature and life, and (4) work as a basic human need. (SK)

Advocates the application of L. Kohlberg's stages of moral reasoning to literary characters as a stimulus to generate insightful interpretations of characters' actions in literature. (HOD)

Describes a course emphasizing biology, technology, and human values as they pertain to human reproduction for undergraduate nonscience majors. Utilizes community resources as a supplement to library resources for student papers. (Author/MA)

Suggests improvisational role-playing of fairy tales as a method of teaching social problem-solving skills to students. Presents a sample activity session based on the "Pied Piper of Hamelin." (SJL)

Examines the need for the inclusion of ethics in science instruction and discusses three approaches that can be used in teaching ethical decision-making: values clarification, case studies, and simulations. Provides an example of a classroom activity combining these approaches. (JP)

Describes the curriculum of a political skills laboratory in which college students in a political science course were given training in specific political skills such as organizational development, leadership, bargaining, stress management, crisis management, and coalition building. Evaluation instruments and results are described. (Author/DB)

While supporting the concept of affective education, the author warns that ill-trained or unscrupulous purveyors may use its techniques in ways that invade children's privacy and manipulate their emotions. She advises cautious implementation of affective education, with attention to staff development and careful screening of classroom materials.…

A simple method, based on a short list of considerations students might make when involved in value-related situations can quickly show teachers the relative merits of the several reflective approaches to values education. The method is useful in building classroom lessons and helping students explore the ethics of their actions. (SB)

Highlights the challenges faced by a teacher educator from the country of Georgia during implementation of the Step by Step and the Reading and Writing for Critical Thinking initiatives. Addresses both the difficulty and the promise of changing traditional institutional culture in Georgia that dates from the Soviet era. (SD)

Examined the impact of a college course that focused on intergroup relations and social conflict. Student surveys indicated that the course increased students' structural attributions for racial/ethnic inequality and socio-historical causation. In thinking or cognitive understanding and competencies, engaged learning mediated the impact of content…