Defines the professional approach to moral education and contrasts it with the commonsense approach. The professional approach means deliberately planning school life to develop pupils as moral persons. The commonsense method treats students as members of the moral community, teachers exercising power and control over them. (RM)

Proposes that in the quest for truth, teachers and students concern themselves with the prevalence of information overload, euphemisms, and doublespeak. (JL)

Discusses educational issues affected by the conservative right, including church-state separation, school prayer, censorship, creationism, moral education, and humanism. Maintains that a politically powerful religious right threatens the separation of church and state. (Author/JM)

The suggestion to equate values with purpose is considered. The advantage of value development over moral development is that values apply to a broader category of ideas while morality has a more confined and narrow application. All students and teachers should attempt to become both creators and appreciators of values. (JN)

Delineates three major differences in the educational philosophies of secular and religious (Judeo-Christian) secondary schools and colleges. The author argues that these philosophical differences profoundly influence the scope and emphasis of religious school education. For journal availability, see SO 509 295. (AM)

Comparing the conception of human development found in the educational theories of Plato and Rousseau, it is found that the nature of childhood in Rousseau's "Emile" so resembles the account of child development in Plato's "Laws" that any difference claimed between them must be one of degree. (Author/SJL)

This study evaluated the effectiveness, in the natural classroom environment, of brief moral training programs using an indirect approach, where correct responses are not directly identified and reinforced. Two areas of moral thinking were tested: children's reasons for doing good and delay of gratification. The training proved effective.…

The teaching of ethics or controversial issues in health education must meet two criteria: (1) The controversy must be addressed from various viewpoints; and (2) The issues must involve questions of right and wrong. Examples of values clarification activities are given. (JN)

Teaching for values instead of knowledge would significantly change education. Could the psychosocial values of goodness, beauty, search for truth, social organization, and economics be rank ordered? Can and how should such life-survival values as health, sex, aggression and self-defense, language, and love be taught in school? (Author/SB)

Political education focuses on the issues of citizenship, socialism and development, and because this implies a definite stance towards man and society, it can be viewed as moral education in the Tanzanian context. Explores the nature of the political education, its effects, and the problem of indoctrination. (Author)

Discusses the goals of moral education in terms of helping students to do more than tell the difference between good and bad and to make sound judgments. Moral educators should primarily be concerned with strengthening the wills of their students. (Author/KC)

The proper intellectual framework for decision making and the development of criteria for decision making are the keys to the success and survival of business and the professions. The place to go for this help is the liberal arts faculty in colleges and universities. (MSE)

Defining critical thinking and discussing its relevance to the ethics and epistemology of education, the author presents three reasons why it is an educational ideal: (1) it forms the basis of a moral process of teaching; (2) it prepares students to manage their adult lives; and (3) it initiates students into rational traditions. (SK)

The school administrator must instill ethical behavior in both students and employees. These two tasks need not have separate solutions. In working with both students and employees, administrators must eliminate barriers to communication, provide opportunities to engage in ethical discussions and decision making, and represent a model of ethical…

Calls for more caring public school teachers with expertise in their fields, increased parent involvement, and stronger emphasis on moral and ethical responsibilities. (DD)