Confucianism, long regarded as the key philosophy on personal character-building and interpersonal relations in Chinese society, used to be pivotal to citizenship education in Taiwan, but that has changed in the last 20 years. In the wake of democratization in the late 1980s, growing liberalism and pluralism in Taiwanese society prompted the…

Faculty tasked with revising the accounting curriculum to incorporate an ethics component may benefit from the experiences reported in the literature. We construct and describe a framework for the pedagogy of accounting ethics based upon extant literature. Our purpose is to present the cumulative contributions to the literature in a fashion that…

This article shares lessons learned from the implementation of a community-based character education program in Malaysia. The program at Jenjarom Learning Center is directed toward the transformation and empowerment of local children and youth through moral and character education. The stated purpose of the program has been to awaken the…

Author defined "moral" and "moral education" with the purpose of clarifying our objectives and practices when attempting to teach value education or moral education. (RK)

The rationale for values education is reviewed and it is suggested that the language of values education does not belong in education. The authors state that teaching is an activity that takes aggressive and direct action on students' opinions and beliefs, not for the sake of their values, but for their characters. (LBH)

Discussed a program whose goals are to increase people's capacity to resolve personal and interpersonal values conflicts. (Author/RK)

The role of moral education in higher education is traced, and attention is given to the void created by the abandonment of in loco parentis models. A model for confronting moral and ethical issues is offered. (Author)

Article discussed rationale, goals and criteria for an effective values education program. (Editor/RK)

Functioning as developmental instructors, student personnel workers designed, taught, and evaluated a combined English-psychology course using Kohlberg's work on moral development as a frame of reference. (Author)

Relevant positions by social scientists, psychologists, educators, philosophers, and other professionals regarding moral education are cited. Related topics (e.g., values, ethics, and altruism) are examined, while philosophical underpinnings of morality plus theories on moral development are mentioned. The author concludes that morality can only…

In examining the role of values in the curriculum, the author raises four problems: (1) Can one justify trying to change student values at all? (2) Can one justify one particular set of values? (3) Can one demonstrate the occurrence of change in student values due to the educational factor? and (4) Can one measure student values? The goal, in…

Defends the need for the study of literature in the two-year college and notes how the term "subjective" can be misinterpreted by students, administrators, and the general public to mean "unnecessary." (MKM)

Written for prospective and practicing K-12 teachers, this book examines values education. The authors' central concerns are twofold. The first is to help and encourage teachers develop their own rationale for values education. The second concern is to help teachers help students develop a rational foundation for their own values and learn the…

This paper stresses the importance of inculcating students with intellectual and moral values so that they will become men and women "whose heads are not empty and whose chests are not hollow." Central characteristics of students who have internalized the values of ethics and critical thinking are that they take living seriously, bring…