This paper suggests that the current confusion regarding character formation is related to a postmodern dilemma about the nature of the individual child. By looking at John Dewey's concept of "potentials," and by applying this concept to his ideas about the self and experience, this paper develops a naturalistic version of the idea of…

Ethics training in graduate psychology programs has blossomed in the last decade but the debate continues regarding how graduate ethics should be taught. While an effective model of ethics training is being discussed among professors, student input has been negligible, and information from students in counseling psychology programs nonexistent.…

Journalism instructors are concerned that the credibility of images and consequently of words will suffer if the image content, as the photographer took the picture at the time, is altered by a computer operator far removed from the actual scene. Any discussion of picture manipulation ethics must take into account where and why a picture was…

A growing number of Americans believe that the public schools have a responsibility to include moral education in their curriculum; and, in fact, 31 states are currently offering courses aimed at teaching students some aspect of traditional values in the expectation of producing concerned citizens who will preserve our democarcy. Each moral…

The purpose of these essays is to examine what is involved in moral education and what can be expected of a program designed to implement its aims. The essays are organized into four major sections. The first section deals with the limits of moral education. Essays introduce the reader to various ways in which people think erroneously about moral…

Discusses moral development in elementary school children and offers some suggestions for helping children reach mature morality conceptions. (ED)

A nonindoctrinating, sound theoretical and practical base upon which to develop the teaching of moral education relies on several principles: discussion of moral conflict situations; knowledge of the student's stage of moral development; guidance of developmental matches; encouragement of role taking; and focus on rational thinking. (JMF)

It was hypothesized that attitude toward discipline is related to preference for principled reasoning in moral dilemmas. Results showed principled moral judgement was associated with humanistic-democratic ideology. Conventional moral judgement was associated with a custodial-authoritarian view of discipline. The relationship between teachers'…

Reports the data from a survey of journalism programs that teach media ethics, and indicates that little agreement exists on the structure, focus, and place of such courses in the journalism curriculum. (RL)

Provides examples of case studies on journalism law and ethics, handled in the Socratic questioning method, showing how this approach helps students to realize what legal and ethical implications they may encounter as reporters and editors. (RL)

Few sociologists and fewer educators have recognized Emile Durkheim's significant contribution to the sociology of education. His major theories of education are discussed under three main groupings--education developing as a social process, education's function in the socialization of the young, and education in the development of morality.…

A schema is presented for analyzing curriculum plans and materials related to values and moral education. The plan reviews six aspects of the materials: antecedent conditions, rationale and objectives, descriptive characteristics, pupil activities, teaching strategies, and diagnosis and evaluation needs, procedures, and data. (Author/AV)

Provides a detailed account and critique of all of Lawrence Kohlberg's writings dealing with the seventh stage of his moral development theory. Discusses the uniqueness of stage seven as compared to one through six. Concludes that stages one through six culminate in, but are not lessened by, stage seven. (Author/AEM)

Author describes his first encounters with psychologist Lawrence Kohlberg and explains how Kohlberg's approach has been blended with other approaches in the development of the author's work on the moral education of children. (Author)

Describes the nature and scope of Japan's Institute of Moralogy (IOM), created in 1926. States that the goals of IOM emphasize individuality, life-long learning, and adaptation to social change, which includes contributing to the welfare of international society. Discusses the history, philosophy, and current activities of moralogists. (GEA)