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)

Describes the stages of value analysis. Concludes that the practice of debating value resolutions may lead to a refinement and expansion of argumentation theory and can provide students with an opportunity to clarify their own values. (PD)

Discusses how teachers' values influence their feelings about students, themselves, and other teachers and cause the development of stress. Suggests ways to overcome stress. (CT)

English 101 is described as an experiment in self-discovery, and various classroom activities, exercises, experiments, projects, and assignments are suggested along with an appropriate reading list. (CM)

Although he was a widely respected educator, the personality and character of Martin Buber precluded warm interaction with his students. (JD)

Aspects of creativity and the relationship between creativity and values clarification are discussed. Creativity-oriented student behaviors (such as identifying problems that need to be solved or resolved) are identified and three ways in which values clarification enhances creativity are explored. (PHR)

Presents a practice report that profiles the use of collaborative writing techniques in a dual-diagnosis drug and alcohol treatment program. Provides examples of typical patient-generated collaborative poems. Concludes that collaborative group poetry, when effectively facilitated, can generate a meaningful process-discussion toward values…

A critique of widely held objections to the virtues approach to moral education addresses such problems as: distinguishing virtues; defining individual virtues; emphasizing conduct or reason in virtues; the contexts for understanding conduct; justifying the selection of virtues; and defining the scope of the virtues. (CB)

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)

Describes a values related activity which allows an individual to explore his/her own values, attitudes and emotions concerning attributes of a husband or a wife. (Author/EJT)

"Values clarification" is questioned on grounds that (1) it fails to distinguish between moral and nonmoral values, (2) it is an invasion of privacy, (3) it dispenses with the moral distinction between "self" and "others," and (4) it raises questions of the morality of scholarship and of the morality of research with human subjects in particular.…

When parents neglect their children's moral education and community influences are negative, schools need to form partnerships and work for change. This article reviews problems encountered when schools attempt to inculcate or clarify moral values and summarizes various authors' opinions on the subject. (MLH)

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)

Describes in detail 15 principles of instructional value that underlie humanistic approaches to education to clarify the conceptual basis of such approaches. (Author)