Suggests that educators are called to define and describe truth more foundationally than before if they are to facilitate existence that is right, just, and correct. Describes the shift from the Newtonian model of what it means to be human to a more Einsteinian understanding and its requirement of more formative learning processes. (Author/JOW)

Analyzes real-life moral dilemmas of Israeli city and kibbutz adolescents. Emphasizes contribution of Gilligan's theory to knowledge of adolescent moral development as originally conceived by Kohlberg. Suggests that Kohlberg's view of the adolescent as a moral philosopher limits the understanding of the moral development of female adolescents, who…

Describes a content analysis study that used Kohlberg's theory of moral development to determine the stage of moral development represented by protagonists in Young Adult Choices (i.e., lists of titles preferred by adolescent readers) fiction and the relationship to the level of moral reasoning of real-life young adults. (Contains 20 references.)…

Argues for the human value of scientific knowledge because the values that permeate scientific discourse (1) are loaded in turn with facts; (2) are not immune from critical revision; and (3) have changed in the past and continue to be subjected to revision. (Contains 34 references.) (Author/MDH)

Business students need a vocabulary of ethics consistent with the ideology of capitalism. An approach using business-related classic literature (such as "Babbitt") is a way to develop vocabulary and explore ethical issues. (SK)

This exploratory study of 152 undergraduate students examined the relationships among spirituality, cognitive and moral development, and existential sense of meaning. Results suggest that no relationship exists between spirituality and cognitive development, but that spirituality is positively related to both moral development and purpose in life.…

Kantian reasoning fails to address the needs of a mixed-gender peace-keeping force. A philosophy professor at the U.S. Naval Academy proposes a normative-ethics instructional model based on acceptance of duty and obedience (justice) and cultivation of reflective concern for individual choice and responsibility (caring). (24 references) (MLH)

Investigates the influence of Victim Awareness Program attendance on the sociomoral reasoning maturity of juvenile delinquents (N=23). Following the program, the treatment group recorded a significant increase in its mean Sociomoral Reflection Maturity score, suggesting that such programs can decrease recidivism. Delinquents (N=15) not exposed to…

Presents three case studies illustrating moral dilemmas for teacher educators. Describes a process and framework for deliberating about such dilemmas. (SK)

Examines the inadequacies of some purely justice or moral reasoning approaches to moral development in sport, especially when viewed from the perspective of virtue theory and Aristotelian concepts of phronesis and habituation, arguing that the latter approach provides more complete criteria for formulating a new model of the nature of the moral.…

Nursing faculty must not only teach ethics to prospective nurses but also demonstrate it in relationships with students. Principles for ethical educational practice include mutual respect, open communication, boundary setting, consistent behaviors, and personal values. (SK)

A study of 24 Friends high schools nationwide concluded that conflict is the cruciform spawning individual moral growth and the primary locus for moral growth in adolescents. Instead of avoiding conflict, educators must engage students in responses to conflict that are nonviolent, creative, and peace-promoting. (MLH)

Managed care has precipitated a moral crisis for health care professionals. Moral problems should be distinguished from ethical problems, and individual self-management, through examination of mindsets that contribute to moral malfunctioning, is essential to maintain professional ethics and integrity. (SK)

Social information processing theory has been posited as a description of how mental operations affect behavioral responding in social situations. Arsenio and Lemerise (this issue) proposed that consideration of concepts and methods from moral domain models could enhance this description. This paper agrees with their proposition, although it…

David Carr (2002) has argued against the use of developmental theories as a basis for curriculum development in moral education. Although we find common ground with some aspects of Carr's arguments, we disagree with several of his criticisms of the cognitive-developmental approach to moral education. He confuses romantic ideology (as espoused by…