Results of this study reveal that professionals have a higher level of moral development, and counselor training has no effect on moral development. (Author)

William James, Kierkegaard, Kant, and Arnold, among others, warrant attention as the responsibilities of colleges for the moral education of students are reassessed. It is suggested that the issue of culture as a moral enterprise is at the heart of the argument. (Author/MSE)

The author cites Dewey to indicate that moral instruction is of central concern to public educators, but that attempts by Christian fundamentalists to restrict this teaching to doctrinaire formulas should be resisted. Originally presented as a speech at the 1980 Annual Meeting of the Southeastern Philosophy of Education Society. (SJL)

The evolution of ethics in law is followed from the harshness of caveat emptor to the humanistic ethics of the 1970s, including a renewal of formal ethics in the post-Watergate era. The impact on universities and individual disciplines of legalizing ethical conduct is examined cautiously. (JMF)

The author critiques John Wilson's view of moral education for being too linear, ignoring the complexity of moral development. He proposes a more generalized moral education, with greater emphasis on affect and social context. For Wilson's article, see "Journal of Moral Education," p3-9, Oct 1979 (EJ220532). (SJL)

The rules and concepts of basic moral reasoning can be taught without difficulty to quite young children; but educating them to prefer to use these rules is another matter. Kohlberg's stages are not likely to be stages of cognitive reasoning, but indication of the reasoning encouraged by the child's environment. (Author/SJL)

Presents a rationale for teaching journalism students about legal traditions and judicial institutions. (AEA)

A meta-ethical questionnaire based on Perry's model was devised and implemented together with an ethics education program at the Institute of Biomedical and Life Sciences at the University of Glasgow. Results indicated that students' meta-ethical development is a natural process in young adulthood, though male students progressed later than female…

Examines science in the 19th century British curriculum against counter arguments from the humanities and moral education proponents. Concludes that current curriculum development in science is a continuing response to the challenges of the past commentary against it. (KDR)

Argues for desirability of high ethical standards on college and university campuses. Concentrates on academic integrity policies and procedures. Claims that students learn from institutions' responses to academic dishonesty and from schools' expectations about students' response to the dishonesty of others, thus teaching courage, compassion,…

Uses a case study to demonstrate the effects of cultural conflict, alienation, anomie, and contemporary urban society on the lives of troubled Native American youth. Shows that by teaching traditional Native American values, such as visions of hope and independence, society can help these youth enjoy a promising future. (RJM)

Argues for a procedure for moral education that begins by categorizing the meaning of moral, establishing what counts as good performance, framing assessment methods, and devising experiments in methods for moral education that result in practical recommendations. Explains that it must be decided what counts as moral reasoning. (CMK)

A review of the literature and meta-analytic research into the effectiveness of character/moral education programs reveals that Christian educators should be wary of implementing such curricula. A history of character education demonstrates how the field has evolved. Problems associated with programming rationale, faulty methodology, and lack of…

Presents three experiments investigating the effects of mood on college students' capacities of moral reasoning. Explains that the experiments: (1) investigated the effects of happy and sad mood conditions on moral reasoning; (2) investigated mood effect when the task is self-oriented; and (3) exposed subjects to socially disturbing moral…

Presents an interview with John Wilson covering topics such as: addressing the people who influenced him, highlighting Wilson's career and home background, and providing discussions on his opinions related to religion, morality, moral education, and the concept of authority. (CMK)