Arguments that the schools serve a conservative function, passing on existing social values, are summarized and critiqued. Teachers can plan a role in social change by: (1) teaching students to reflect critically on their own values; (2) helping them realize that individuals can change things; and (3) through moral education about social issues.…

Examines and dismantles both cognitive-developmental theory of moral education and development and the politically based radical criticisms against it. Considers the implications for moral education of Piagetian cognitive-developmental stage theory and Rawlsian ethical liberalism. Calls for a reconstructed theory based on a new, broader…

Presents activities in creativity for use in secondary social studies courses. The activities involve students in laying out alternatives for ethical decision-making, for accomplishing a task, or for problem solving. (RM)

Describes a study which showed that a transgressor's affective reactions significantly influenced children's moral judgments. Children in grades 1-3 told stories in which a transgressor acted out of good or bad intent, produced low or high levels of damage, and displayed various emotions because of the outcomes he produced. (RM)

Points out the problems of teaching ethics to journalism students and describes codes and guidelines that can assist the teacher in doing so. (JL)

Emphasizes that learning ethical principles is an ongoing process rather than a unit of study, since trial and error generate understanding of journalistic ethics. (JL)

This special issue deals with K-12 Jewish education in the United States. Included are articles discussing teachers' roles in transmitting orthodox traditions, the relevance of Jewish day school curricula, ethical instruction, and teaching about Israel. Journal available from: Human Sciences Press, Inc. 72 Fifth Avenue, New York, New York 10011.…

Legal education fails to prepare students to engage in moral discourse, exploring the ethical/moral dimension of the profession. Moral discourse suggests that the lawyer's professional ethos is problematic for the good person, and moves the profession to confront more directly the public image of lawyers. (MSE)

All education is based on a middle-class morality that finds its psychoanalytic equivalent in a reality principle which insists that present pleasure must be largely foregone for greater gains in the future. Schools, however, have yet to develop ways to teach low-income students this middle-class value. (Author/GC)

Passive and active research inquiries into moral reproduction are discussed. European theories of the state maintain that governments must play a mediational role, ensuring financial support and exerting control. (JN)

Examines issues and problems related to moral education which have been raised and discussed by R.S. Peters. His essay, "Reason and Habit: The Paradox of Moral Education," suggests that if Peters and others who write on moral education would specify the particular paradox/difficulty they have in mind, scholars and educators would have a…

A formal conceptual framework for responsibility education is presented, and a range of educational implications are derived. The concept of responsibility education stems from the notion that contemporary social conditions and moral issues are related to three concerns: pedagogy, curriculum, and institution. (JN)

The author argues that decision making is a critical skill for citizens in a democracy and considers strategies, particularly values clarification and cognitive moral development, which may be used to incorporate decision making into the citizenship curriculum. (SJL)

The author argues that our educational system and our teachers are so obsessed with the "cult of individualism" that education's social functions have been trivialized. He espouses the views of Emile Durkheim, who saw the chief aim of schooling to be moral education that fosters pupils' collective and corporate experience. (Author/SJL)

Described is a program, "Philosophy for Children," the purpose of which is to teach children to think independently, logically, and ethically. Students' reading, math and communication skills improved dramatically after one year in the program. Included are questions which teachers in the program are encouraged to ask. (KC)