Values clarification is widely used in drug education programs. Criticisms are offered on the role of content in valuing, the position of ethical relativism, the danger of indoctrination, and the social pressure to conform. (Author)

Contending that the primary purpose of engineering ethics courses is to promote moral autonomy, rather than merely to cultivate proper standards of conduct, the author examines what such courses can accomplish. (Author/WB)

The egocentrist argument does not show that public morality is impossible: it concludes that "no morality at all" is possible. We cannot teach in moral education anything that isn't possible because it doesn't exist. (Author)

Identifies three aspects of moral education and discusses the role of gaming-simulation in each. The decision to use gaming represents a concern for educating morally. Use of gaming to teach moral values is discussed and it is suggested that gaming may be used for values analysis and clarification. (Author/JR)

Explains R. W. Beardsmore's account of the nature of morality and moral behavior and examines the implications that it has for moral education at all levels. (Author/RK)

A discussion of the issue of ethics training in business and whether or not ethics is a problem appropriately addressed by training. Includes two case studies taken from a multimedia program by an educational media corporation. (LAS)

Though citizenship education is a popular mission for public schools, it rests on a feeble conception of democratic citizenship that skirts social and cultural diversity. The article outlines a conception of democratic citizenship that is appropriate to pluralistic societies, and it describes appropriate participation, path, and assimilation in…

Provides a critical appraisal of two significant contributions of the Minnesota approach to moral development. Describes one contribution as the componential model that describes the four psychological components underlying moral behavior. Identifies the second contribution as the conceptual and methodological reformulations known as the…

Concludes that raising awareness of dominance does not necessarily imply the dismissal of dominant group values. States that what is needed is a critical analysis of the complexity, subtlety, and systemic interrelatedness and embeddedness of dominant beliefs, values, and standards in western, democratic societies. (DAJ)

Explains that the concepts marked by shame and guilt are analyzed briefly. Reviews the merits and demerits as types of moral motivation, stating that both may be paralyzing rather than morally constructive. Reports that fear and desire are considered as alternative motivations. (DAJ)

Responds to criticisms of his article, "Unmasking the Face of Narcissism," recognizing a difference between "positive narcissism," or mastering one's own reality, and "negative narcissism." Suggests the Copernican Model, involving longer class periods and fewer major courses, as a means of incorporating analyses of…

The preservation of culture and mankind calls for individuals who show respect for the environment and make ethical decisions responsibly. Today's children are facing a world of complex and confusing values and need assistance in learning to make moral decisions based on respect and responsibility. Values are best expressed through a caring…

Using the example of a Navajo student teacher late for the first day of mentoring, steps are presented that enable parties with divergent perspectives to prevent or resolve conflicts by gaining second-person perspective, establishing a calm reflective ambiance, and seeking points of convergence. Presents 10 elements for reaching higher ground in…

Asserts that a kinder, gentler version of the Socratic method can help students recognize contradictions between the values they espouse and the choices they make. Suggests that well-aimed questions actively engage learners by forcing critical thinking about ethics and values. Hypothetical dilemmas, like those in the video series "The Power…

Asserts that an intellectual community is called upon to educate students to become morally sophisticated and to take their moral reasoning capacity into a society with complex pressures. Explores key questions that must be addressed to create a space where such learning can happen. (EV)