The author traces the direction that morality is taking today. As a result of this direction a new presentation and a new method of teaching morality is examined. (Author/DE)

The major premise of this paper is that the values clarification approach to moral issues is a form of doublespeak based on flawed thinking. Following an examination of examples of doublespeak, the paper discusses the concept of subjectivity in "Teaching As a Subversive Activity," by N. Postman and C. Weingartner, arguing that their…

This curriculum unit consists of various student readings and activities on the topic of prejudice. The focus is upon prejudice as it relates to various ethnic groups in North America, to anti-Semitism as a national policy in Nazi Germany, and to immigration policy. It is divided into six episodes, each of which focuses upon the teaching of a…

This report (the fourth volume of the auxiliary series, "Schools for the 70's and Beyond") contains a 25-page synopsis of the conference, the texts of papers presented at the conference, and lists of participants. The papers, which take up the major portion of the document, are subsumed under three headings: 1) "Behaving and Believing," a paper by…

Examines how television viewing has affected students' abilities to conduct rational arguments and suggests that students should be encouraged to provide ethical proof in their writing. (DD)

Guidance counselors must themselves realize that the new religion which they are administering contains no moral demand system. In a post-communal culture based on self-fulfillment, the minister is purely remissive and analytic. The minister represents no authority and performs no liturgy. (Author)

In light of the movement to heighten moral sensitivity in the classroom, the Nazi holocaust is being discussed in many parts of the country. In this article comparisons are suggested of this aspect of Jewish history with black slavery and American Indian experiences. (Author/GC)

This research examines some of the difficulties of evaluating pupils in the affective domain. All schools are involved in some form of moral education. We should examine what kinds of values the pupils are taught to develop. (MFD)

Suggests that teachers of speech emphasize the primacy of ethical considerations in communication through channels such as textbook selection, student activity planning and student evaluation criteria. (MH)

A developmental psychologist discusses the meaning of "moral development" and suggests ways to implement classroom activities fostering the moral growth of pupils. (MB)

Value neutrality and values clarification fail to foster critical thinking about values. The values articulation approach identifies the rationality that is applied to value claims. It avoids noncognitivism and moral relativism and suggests ways the discussion of values in the classroom prepares students to deal with broader moral issues. (VM)

Addresses the moral problems and issues brought about by AIDS and examines the responsibilities of the Christian community to educate the public and comfort the afflicted. States that proper understanding of the nature and value of "community" enables discernment of moral responsibilities and the notion of a caring presence. (GEA)

Develops an educational philosophy for Christian religious education as it touches the AIDS crisis. Grounded in Thomas Groome's "shared Christian praxis" model and directed toward religious educators, the philosophy contains five components: present action, critical reflection, dialog, story, and vision. Examines each component, stating…