All 159 dental hygiene programs responding to a survey include ethics in the curriculum, most as part of a larger course, or separately with jurisprudence. Great variation was found in teaching method and amount of time devoted to ethics. Respondents were satisfied with the curriculum, but questioned their competence to teach ethics. (Author/MSE)

The cognitive-developmental theory of moral development of the handicapped--i.e., a stage-like progress of moral reasoning with age--is only partially confirmed. While there is a development from the less to the more mature forms of moral reasoning, that course of development is not entirely such as the theory assumes. (Author/RM)

Moral judgment has not been crystallized by the age of 25. After participating in a 45-hour sexology course in which they discussed moral dilemmas and were introduced to arguments of a higher stage, 36 adults increased test scores in both general and sexual moral judgments. (Author/RM)

The status of formal ethics instruction was assessed by a dental school survey and literature review. Although three-fourths of respondents indicated commitment to teaching ethics, there was no agreement about what is being taught as ethics. Issues of curriculum content, teaching methods, degree requirements, and faculty are discussed. (Author/MSE)

Describes a study which measured the attitudes, behavior, and thinking with particular reference to religious development of British students between the ages of 11 and 16. Results show that compassionate attitudes to others are not necessarily part of a religious outlook. Implications for moral education are discussed. (RM)

Reports a survey of elementary/secondary teachers' perceptions about moral education: who should teach it; how it should be taught; whether it involves reasoning and/or behavior; whether it should be a separate course; what teaching resources are necessary; and, most importantly, what the crucial questions in moral education are. (Author/SJL)

The author outlines the basic requirements of moral education, discusses obstacles to it, and suggests that practical possibilities for its acceptance may be found in international cooperation and in research and development efforts. (SJL)

Gewirth's theory, an ethical system that is a variant of ethical humanism, critiques other recent philosophies of law and also gives a complex and detailed brief for an individualist, humanist, ethical position. Gewirth presents a logical linkage between the system and legal decision making relevant to law students. (MSE)

In an effort to help prevent crime, teachers can engender in students respect for civic virtue, moral responsibility, and voluntary support of law. Community-focused youth participation projects can increase attachments to the neighborhood and community and thereby help prevent delinquency. (CT)

Considers Locke's philosophy of education within the philosophical and religious contexts of seventeenth-century Europe. Rejecting the view that man is innately corrupt, Locke argued that man's nature is malleable, and the purpose of education is to train children through rewards and punishment. Moral education is a process of habituation. (AM)

If teachers and administrators are to offer opportunities for students to become morally educated, they must understand the concept of a morally educated person and exemplify the values they hope to instill. Poetry, novels, biographies, and films provide excellent material for instruction and discussion of moral concepts. (Author/GC)

Experiential learning holds potential for revitalization of the liberal arts, since the experiential strategy steers clear of both indoctrination and subjectivity. In the moral realm, students learn that conduct itself, and not just theory, is the ultimate concern. (MSE)

The author defines moral education; discusses the research, teacher education, and school time it requires; and considers the public misconceptions and scholarly fragmentation that are obstacles to its full development. (SJL)

An outline of Kohlberg's formulation of moral development is presented. The development of empathy is considered central to moral development since it is the basis for the motivation to help others. A value-centered curriculum is suggested, but it is argued that moral development is not merely a matter of education. (JN)

Suggestions are made for the spreading of ethics in sports in an effort to arrest the spread of moral atrophy. Extensive inquiry into the concerns of professional preparation programs for coaches, media coverage, and mobilization of professional forces are among suggested approaches for achieving ethics in sports. (JN)