The authors analyse and compare two of the major moral education programmes in the United States, namely, Character Education Curriculum and the Values Clarification Programme. (Editor)

Shows how history instruction may be viewed as a part of a student's personal and social education by encouraging awareness of the historical aspects of many values issues. (JDH)

Provides a detailed account and critique of all of Lawrence Kohlberg's writings dealing with the seventh stage of his moral development theory. Discusses the uniqueness of stage seven as compared to one through six. Concludes that stages one through six culminate in, but are not lessened by, stage seven. (Author/AEM)

Argues that contemporary world problems involve intractable questions of values and value priorities. Presents supporting material from four sources and considers the challenges posed to higher education. States that teaching must evoke a personal response from students so that they may deal with questions of values. (Author/GEA)

Examines three contemporary approaches to moral education, (values clarification, situation ethics, and critical issues), to see how far they satisfy the ideal of open-mindedness. Finds that while all three seek to avoid indoctrination and present different alternatives to traditional moral education with its emphasis on absolute moral values, all…

Argues that effective moral education must address roadblocks in moral thinking, not merely urging moral development forward. Examines Lawrence Kohlberg's moral stages as immoral judgement marked by bias and manipulation. Views the Defining Issues Test (DIT) as a useful glimpse into the nefarious, focused on ideological content and commitment.…

Defines rationality and morality and contends that learning to be moral must be based on more than value-neutral approaches which stress process over content. Argues that instruction in moral principles need not be simple bald exposition, but must include proofs, evidences, and arguments, making it nondogmatic and fully compatible with the…

Moral relativism, spearheaded by values clarification techniques, has transformed the ethos of South Australian schools. The theory and practice of innovative pedagogy in the realm of moral values is critiqued. Suggestions as to how a secular system of education can avoid moral anarchy without relapsing into ideological indoctrination are made.…

Reports on a study of 24 Australian secondary teachers before and after an inservice program on the whole-school approach to discipline. Finds that higher principled teachers provided more perspective and guidance than those in the low moral judgment group. Recommends more joint decision making by teachers in developing a school's discipline…

A total of 59 studies were reviewed, 33 focusing on values clarification and 26 on moral development. The research on values clarification indicated that little or no confidence is warranted regarding its potential curricular effectiveness. However, the research base for the moral development approach indicated that cautious optimism is…

Explores the different forms of diversity found in families and family life in western societies. Distinguishes five types of moral values that families teach, examining the potential of each for diversity. States that a balance among the rights of families, schools, and children, who can develop into autonomous moral agents, is required. (CMK)

Asserts that the field of moral and values education lacks a comprehensive theory. Focuses on two neglected, but essential, dimensions: (1) community, or widening circles of belonging and group identification; and (2) activity, including formal and informal education in the school as well as youth organizations and nonschool activities. (CFR)

Describes the imparting of values as a multidimensional model with three dimensions: (1) mode; (2) intent; and (3) preparation. Emphasizes that this model focuses on the teacher. Provides suggestions and classroom behavior examples to illustrate the model and its implementation. (CFR)

Calls for an expansion of the objectives of vocational education to include consideration of the nature, value, and purpose of work. Finds justification for this in the changing job market and John Dewey's original conception of vocational education. Suggests that some form of this approach become part of all students' curriculum. (MJP)