Sixth-grade students explore the underlying issues of two versions of the Golden Rule, the negative one viewed by Confucius as a moral prescription and the positive one viewed by Jesus as a religious prescription. (Author/RM)

The French philosopher Alain believed passionately in the importance of moral education as a fundamentally secular enterprise. Reasons for his influence and a critical assessment of his views on the teaching of citizenship, social ethics, sociology, literature, and good manners are presented. Concludes with implications for moral education today.…

Discusses the difference between sentimentality and compassion and provides various literary excerpts, drawings, photographs, and a list of additional resources that can be used in the classroom to develop compassion among students. (GC)

Contrary to the claim of Lawrence Kohlberg that moral virtues are arbitrary standards of character, it is argued that the moral virtues and judgement are indispensible to one another and to the development of moral character. The case is made by a careful analysis of the concepts "habit and virtue." (Author/SJL)

Criticizes R. M. Hare's theory of moral thinking. Hare identifies two levels of moral thinking: critical and intuitive thinking. The author argues that Hare's theory suggests a double standard and makes moral conflicts appear trivial. (AM)

Because American pluralism has its roots in freedom of conscience, the Constitution places most questions of morals and ideology outside the scope of governmental power. In a democratic society, however, schools must accept responsibility for transmitting to students those values that will help to perpetuate a democratic form of government.…

The author questions the "why" of morality and argues that the status of moral rules as ultimate values necessarily puts them outside the scope of rational, nonindoctrinating teaching. A start is made on elaborating a justifiable basic value frame from de facto needs and wants. (Author/SJL)

The author seeks to define ways in which the study of literature may contribute to moral education in the public schools. He considers various theories of literature as to the role of morals in determining aesthetic value; definitions of the morally integrated person; and the question of religious literature. (Author/SJL)

Discusses an experiment in moral education at the Cluster School, Cambridge (Massachusetts). Concludes that for those aiming for the application of moral reasoning to the life of the school, the just community approach may prove most promising. (Author/WD)

Expanding learner populations, more sensitive assessment instruments, and home-based technologies assures confrontation with moral value conflicts in the practice of educational technology. Critical questions which a developer must ask are (1) Where is the conflict in the development process? (2) What outcomes are desired? (3) Is the conflict…

Reviewed are 14 recent texts, kits, supplements, and professional references for values education in the secondary grades. A special subsection evaluates four titles for advanced secondary students on human sexuality. (SJL)

Discusses perspectives and approaches that teachers can utilize in demonstrating for students the importance and complexity of ethical decisions in the oral and written composition process. Explores the use of religious, legal, political, dialogical, situational, and human nature perspectives. (Author/GC)

Key objectives in Christian counseling are described and the counseling process is reviewed in the light of these objectives. Clients are assumed to be self-directing and responsible for their behavior, including those behavior changes facilitated by counselors. Buddhist and non-sectarian responses are also presented. (Author/BEF)

Discusses values education, institutions that teach values, and the importance of "older YA novels" about the imagined lives of present-day American kids of high-school age. (RS)