Although traditional methods have been useful in teaching values, these methods have not resulted in deep commitments; suggests schools develop plans to instruct students in value selection. (Author/RB)

Compares youth attitudes on sex and those of their teachers and the manner in which the two can be reconciled. (RK)

A detailed comparison is made between the conceptions of moral education as revealed in official publications in five different communities: the United States, the USSR, the province of Quebec in Canada, Japan and France. (Editor)

The author visited moral education programs in four countries and describes here one in Milan, the Centro Coscienza, which uses an aesthetic rather than a rational or psychological approach. (JB)

Questions content of education courses at British Teachers' Colleges. Stresses desire for basic philosophy and moral education to be part of education curriculum. (DS)

The results, which seem to be in conflict with the findings of Westoff and Potvin, indicate clearly that the influence of religiouness and Catholic education on fertility values is real, although the mutual contamination of both factors seems to be great. (Author)

The article explains the six tasks involved in practical reasoning and describes a research project that centered around teaching a six-week course in critical thinking to inmates at a medium security prison in an attempt to determine the feasibility of implementing a moral education program in correctional institutions. (SB)

Assesses the religious content of 34 young adult novels. Reports that nearly half of the titles evidenced no religious content, 13 provided a moderate and unobtrusive religious element, and 5 presented religion as an important element. (MM)

Judicial ethics, giving equal consideration to everyone's claims, are not a sufficient foundation for moral education. The key to moral growth, and thus to moral education, is not cognitive reversibility but a pattern of acts of indirect communication which produce transforming images and vision. Religious education's contribution is discussed.…

Process approaches advocate that moral educators should abstain from offering their moral views and from persuading others of their views' merits. Several process approaches are examined to determine if they have good grounds for emphasizing process instead of product. These approaches are inadequate vehicles for conducting moral education. (SR)

Discusses Emile Durkheim's "Moral Education: A Study in the Theory and Application of the Sociology of Education," which holds that morally healthy societies may vary in culture and organization but must possess absolute rules of moral behavior. Compares this moral theory with current theory and practice of American educators. (MJL)

Ethics should take its place beside English, history, and science as a formal subject in all schools. Various approaches to moral education theory and methodology are described. (RM)

Ethical instruction should be a distinct component of training programs for educational administrators. Ethical competence should be nurtured by an inductive approach in an educational administration problem-based way, using humanistic literature as supplementary rather than foundational material. (Author/CM)