In this paper, we advance a novel conception of normative ethics and draw out its implications within the domain of professional ethics. We argue that all moral agents, and thus professionals, share a fundamental and constitutive normative interest in correctly conceiving of their ends. All professionals, we claim, by virtue of their positions of…

The study was conducted to assess the moral reasoning of adolescent boys and girls in the light of Gilligan theory. The main objectives of the study were to investigate the moral reasoning of adolescent boys and girls with reference to responsibility orientation versus justice orientation and to compare the frequency of adolescent boys and girls…

Practitioners of education in South Africa (SA) struggle painfully between the extremes of its authoritarian and deeply religious roots that prescribe blind obedience to people in authority and their elders, and the demands of open-mindedness, critical thinking and also solidarity required for democratic citizenship. A particular pedagogy was used…

Respect! Campaign is a learning program adopted by the leaders and staff members of East Side Community High School. It involves students and staffs in a process to discuss and define what respect means in their community. In this article, the author discusses how the school leaders at the school successfully implement the Respect! Campaign and…

In this brief response, Carla Payne comments on Karen Hornsby's "Developing and Assessing Undergraduate Students' Moral Reasoning Skills" (EJ1137006). Payne agrees with Hornsby's statement that the development of "moral reasoning skills" is a very desirable outcome for an ethics course, yet takes issue with Hornsby not sticking…

Today's teachers are tossing aside the old argument that lessons in morals and values should be taught only in the home or at church. They are also tackling a new curriculum area that focuses on helping youngsters shape their own value systems, with no sermonizing involved. It's called values clarification. (Author)

Educators seek to nurture in the hearts and minds of students a sense of moral thinking, action and behaviour. What these constitute is dependent on one's perspective, or worldview. Moral thinking and action emerge from worldviews or visions of life--religious or secular. In the history of common or public schools educators have linked moral…

The author's response to a critique by Boyd and Bogdan of "Values and Teaching: Working with Values in the Classroom" (Raths, Harmin and Simon, 1966, 1978) states that their interpretation of values clarification is dubious and identifies where errors may have occurred. (MT)

Outlines and gives school district experience with three approaches to moral education--fundamental, developmental, and values clarification. (IRT)

Criticizes the values clarification approach for avoiding the structure of values, for allowing judgmental activites, for embracing moral relativism, and for not being founded in theory. (DW)

This article discusses the interventionist view of moral education and argues against the libertarian view. (MT)

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)

Professional literature dealing with values and moral education included in this bibliography contains generic principles and theories, or articulates significant issues and questions, or advocates and illustrates practices directly relevant to the counseling process. (Author)

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…

In response to the Pekarsky article in the Spring 1980 issue of "Theory and Research in Social Education," the author argues that moral dilemma stories are an appropriate teaching approach for a moral education program. Moral dilemma discussions benefit both teachers and students. (RM)