Described is an undergraduate course concerned with ethics and politics. Focus is on the author's attempt to improve the course with a different approach involving examination of the use of violence through lectures, tutorials, films, and simulations. Student assignments and requirements are also described. (JMD)

Using the main proponents of contemporary moral philosophical positions, this article examines the fruitfulness of teaching ethics to children and youth and questions whether such study has practical consequences, and if this is a necessary consideration for the study of ethics. (Editor/RK)

Many medical issues today require ethical as well as strictly medical decisions. Described is the need for the inclusion of medical ethics in the schools, beginning with science ethics in the secondary level and continuing through medical school. (MA)

Early in 1976 the Department of Education and Science (DES) published "The School Health Service, 1908-1974" for the purpose of reviewing the school health service since its beginning. This paper attempts to demonstrate that this review is to an extent incomplete. (Author/RK)

People need to learn what choosing and acting morally involves and how to do it. Educational programs, well conceived, pedagogically sound, and morally carried on, are basic to attaining personal and social well-being. (Author)

This is the second of a two-part series on moral education. In the first, the author questioned the effectiveness of Lawrence Kohlberg's system as an educational design. Here she dissects the entire formalist tradition in moral education to return to John Dewey for what she sees as the most effective way to teach moral education. (Editor/RK)

Reviews current approaches to moral education that seem most applicable to higher education: Durkheim's and Dewey's noncognitive approaches; Kohlberg's cognitive-developmental approach; British moral educators' rational-analytic approaches; and Feinberg's and Polyani's comprehensive perspectives. Includes a discussion of some existing U.S.…

This is a study of the way in which moral education was added to the Bavarian curriculum in 1972. Attention is drawn to certain inconsistencies, and it is suggested that these reflect the ambiguous position of the school in a parliamentary democracy whose commitment to pluralism remains partial. (Editor/RK)

Argues that standard approaches to ethics in business writing do not adequately stress the inescapable power of language to perpetrate certain values. Claims that, as prospective writers within professions and organizations, students need to learn about this power in order to use and respond to it responsibly. (JD)

Author reflects upon her own professional development, how psychologist Lawrence Kohlberg influenced the formation of a new kind of educator, and how her current interest in the valuing process of college students and professionals has been shaped. (Author)

The concept of morality in American schools needs revising. Caring should be the moral orientation to teaching and the aim of moral education. Teachers and students should spend more time modeling, dialoguing, practicing, and confirming so that trust will develop. This model can also encourage collaborative inquiry between teachers and…

Stating that educational campaigns are mandatory, prudent behavior required, and limited screening and quarantine recommended, Evans addresses two questions: (1) Will a religiously based sexual ethic help prevent AIDS? and (2) How should we respond to the person with AIDS? Concludes that religious education must replace fear of AIDS with…

The issue of the teachability of virtue is misrepresented by our traditional understanding of Plato's and Socrates' inquiry. Virtue not only can be taught, it must be taught. (MSE)

Argues that secondary school principals must provide instructional leadership to see that students are well prepared for the future. Topics receiving special emphasis are (1) learning how to learn; (2) providing affective education; (3) preparing students for lifelong learning; (4) teaching meaning, values, and goals; and (5) integrating the…

Through a feminist perspective of caring, this article examines the differences between masculine and feminine views on good and evil. Argues that analysis and articulation of the feminine view may contribute significantly to an understanding of moral issues and a reformulation of educational practices. (Author/DH)