In this essay, I offer provocations toward an ethics of teaching for democracy and social justice. I argue that while driven by compelling macro social and political visions, social justice teachers do not pay sufficient attention to the moral dimensions of micro, classroom-level interactions in their work. I begin by describing social justice…

The perennial debate as to how children acquire values received further impetus from the "National Framework for Values Education in Australian Schools" (Department of Education, Science and Training, 2005a). This document, and its companion publication, "Values for Australian Schooling Professional Learning Resources" (DEST,…

We examine the effect of different contexts in an educational process on measures of ethical sensitivity and levels of moral reasoning of accounting majors in the first Intermediate Accounting course. The educational process compared a context that centers on ethical issues with one that focuses on technical accounting issues. At the end of the…

Nowadays, the society witnesses the rapid development of internet information. Network has not only brought active and positive convenience to students, but also the passive and negative impact, so network moral education can not be ignored. The present paper attempts to combine the traditional moral education with online interactivity education,…

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 a model that allows teachers to provide content and instructional strategies that are appropriate to students' stages of both mental and moral development. The model (called the Three Step Approach) is based on Lawrence Kolberg's theory and provides opportunities for students to actively explore value-laden issues. (JN)

Makes an argument that teachers will unintentionally impart their values to students and that it is better for teachers to be open and honest and to serve as a model of values clarification. Examines reasons for discussing such issues as dissection, anthropocentricity, evolution, and scientist's gender. (LZ)

Defines moral education as an education in morality. Identifies morality as a particular way of life that has its own logic and reason. Recommends looking anew at fundamental concepts of moral education and building approaches and methods out of these new perspectives. Discusses overcoming resistance to this approach. (MJP)

This issue of the "Journal of Children and Youth" focuses upon caring and related issues. Learning to care is an educational process which includes dialogue periods, creativity techniques, and action projects. When the subject of caring is taught in the educational curriculum on a consistent basis, students have the chance to learn,…

Argues that communication education must cultivate in teachers the capacity to respond sensitively to teaching values. Defines the responsible teacher as one who: (1) understands structure of the discipline including the relationships among communication, ethics, and morality; (2) understands students' cognitive, social, and moral development; and…

Discusses how students can examine global and moral issues by exploring trickster tales from different cultures. Recommends these tales for their moral component, entertainment value, and rich source of cultural knowledge. Includes criteria for selecting trickster tales for young audiences. (MJP)

Contends collective cooperative action in the public interest will be necessary to solve future social and environmental problems. Proposes that the social studies curriculum shift its value orientation from individualistic self-interest to a justice-based, global model. Advocates teaching citizenship that stresses self-restraint and investigates…

Recommends using literature, Supreme Court cases, and moral dilemmas in a debate format as means of instruction for character education. Includes a rationale and examples for each approach. Explains several guiding values (respect for persons, justice, telling the truth) and their relevance to character education. (MJP)

A course at Indiana University-Purdue University at Indianapolis offers students the opportunity to learn argumentative writing, while becoming aware of scholarly discourse in the arts, humanities, and sciences. Students realize that what once passed for a simple argument in everyday life becomes more sophisticated as they learn about research…

Discusses the introduction of a course titled, "Ethics and Psychology of Family Life," in Russian public schools. Asserts that teachers are not trained adequately in the content and educational strategies necessary to teach the course. Describes an inservice teacher education course designed to help. (CFR)