The school, being the second home of pupils, is the second major force in the formation of the pupils' moral structure. It should be the crucial partner of the home in tempering the character of the youth and children with unbending quality, especially in values formation. In this case, it is necessary to evaluate the current status of values…

While the academic literature is replete with affirming that 'values-explicit' citizenship education programs are biased and indoctrinatory, there is scant attention to substantiate this claim. The present paper fills this gap; it investigates the values education notion informing "Itorero," a non-formal citizenship education platform…

Social-emotional learning (SEL) and character education are important components of adolescent development. In this study, we evaluated a randomized controlled trial of CharacterStrong, a curriculum that combines SEL and character education that included 1609 students and 242 teachers across 14 schools. This study applied baseline target…

This study was initiated to explore the decline in the demonstration of moral and ethical behavior among young people in many public school settings. Media reports of verbal and physical aggression, bullying, and defiance of adults in authority have been reported in some of the larger urban school districts. Several research studies have provided…

The analysis is based on some moral experiences taking place during a terrorist attack on the Norwegian Labor Party's youth camp on the island of Utøya (outside of Oslo) July 22, 2011, where 69 young people were killed and several seriously injured. After the attack many of the survivors told stories of how strangers spontaneous had helped and…

In this essay the author argues that today's resurgent focus on noncognitive skills, especially for low-income students, may unfairly mask cognitive deficiencies and work to relieve our society of its duty, at which we are currently failing, to help low-income children improve their lives by improving their cognitive skills. The author points to a…

The digital world is full of both possibility and peril, with rules of engagement being hashed out as we go. While schools are still "hesitant to embrace new technologies as a backlash from the significant, and largely ineffectual, investment in classroom computers as an instructional panacea during in the mid-1990's" (Collins and Halverson 2009),…

Growth and advancement in educational systems are the most important characteristics of the present societies. This phenomenon, especially in recent decades, has become an important and sensitive issue in developing countries. The role of educational systems in the process of growth and persistent advancement of countries is accepted by everybody…

R.S. Peters coined the term "paradox of moral education". In this article, the author identifies two subordinate paradoxes: how habituated reason is psychologically possible and how heteronomously formed autonomy is morally/politically possible and justifiable. He sketches possible Aristotelian solutions of those paradoxes and argues that for…

Research suggests children readily distinguish between moral wrongs and social norm violations. Moral concepts consistently focus on issues of justice and compassion regardless of religious belief. Moral education can be compatible with, and independent from, religious doctrine. Two principals for such education are suggested as useful for…

The cognitive-developmental theory of moral development of the handicapped--i.e., a stage-like progress of moral reasoning with age--is only partially confirmed. While there is a development from the less to the more mature forms of moral reasoning, that course of development is not entirely such as the theory assumes. (Author/RM)

Outlines a Vygotskian perspective on moral development. Summarizes Lev Vygotsky's ideas about the "zone of proximal development" and extends them into the domain of moral education, focusing on an extract from the film, "Boyz 'n the Hood." Shows how the zone of proximal development facilitates moral development differently from…

One of the major purposes of values education is to help students develop more complex ways of reasoning--to facilitate cognitive development. The purpose of moral education in a cognitive developmental framework becomes the stimulation of the student's capacity for moral judgment. With this goal in mind, the teacher must first be prepared to…

Discusses the cognitive developmental approach in moral education and describes a program in the Cluster School in Cambridge, Massachusetts. The authors challenge counselors (as consultants) to become deliberately involved in the values and moral growth of students. (Author/CC)

Advocates the promotion of certain values in the middle school curriculum, including the promotion of students' personal efficacy, competence, responsibility, affiliation with learning events, awareness, and an ethical perception of self. (JPB)