Reports on a 1992-93 survey of journalism and mass communication programs and media ethics courses. Reports on growth in required media ethics courses, course content, and characteristics and goals of ethics instructors. (SR)

Discusses the dilemma of how to respond to student papers advancing morally repugnant positions. Advocates conceptualizing writing as an ethical act and connecting ethics and revision. Describes briefly how three such student papers were handled. (SR)

Disagrees with the article by Kevin Ryan appearing in this issue recommending moral values education in the schools. Questions choice of moral system, whether schools are the place to begin moral reeducation, and how moral education alone can revive a depleted educational infrastructure and undervalued teaching force. (SM)

Reports on a study of teachers' attitudes and moral judgment. Finds that teachers who participated in a Just Community Approach Program changed their beliefs about fairness, justice, and responsibility. Suggests that this type of staff development can help teachers deal with situational conflicts. (CFR)

The elite model of education postulates that only a select few have the intellectual capacity, moral values, and personal commitment to make "good" decisions for society. A democratically based classroom, where students are respected for their intellectual abilities, personal integrity, and commitment to achievement, fosters successful…

John Dewey's model of education was more expansive than the character-education concepts promulgated by early twentieth-century corporate elites. Dewey linked individual to community, inquiry and reflection processes to action, and personal ethical decisions to social intelligence and democracy. This article shows how these educational components…

Discusses the religious political right's views and their implications for education. Describes the cognitive and moral development of children, and the context best suited for ethical instruction. (DB)

Ethical instruction is a difficult task in any society, but doubly so in the U.S., because our culture stresses individual development over commitment to the group. Attention to school bonding, special ethics instruction, California's Community of Caring project, and community service opportunities are powerful strategies to aid moral development.…

Examines various ways that doubts about the possibility of educating someone may be intended, focusing on the one that is philosphically and culturally the deepest and most important. The paper discusses Socrates' educational philosophy and looks at education and self-deception, education and ethics, and education and culture. (SM)

Responds to comments by David Hursh and Aggie Seneway on the author's classroom experiments with student democracy. Clarifies points from her initial article to answer questions by the commentators. Finds agreement with them on most points, except for the necessity of parliamentary debate as a fundamental element of democracy. (DSK)

Though our larger society feels its traditional values are threatened, the push for character education is motivated by moral concerns and is inappropriate for the school curriculum. Benefits of moral education have not been demonstrated and consume valuable instruction time better served by other topics. Moral values are best taught by example in…

Reports on a method of teaching ethics as a complex web of relationships. Used ethically vexing anecdotes elicited from practicing geographers to develop a computer-based tutorial package that allows students to interact with these anecdotes. Cautions against using this format alone in ethical instruction. (DSK)

Describes the Ethics Challenge Game (developed by Lockheed Martin Corp. and free to educators), which is a board game based on the Dilbert comic strip character that provides realistic scenarios for discussion of ethical behavior in various business/workplace situations. Describes the game, offers comments on faculty reactions after playing the…

Explores the issue of whether evil exists in the world and the best ways to confront it. Claims that the ubiquitousness of evil places a responsibility on social studies educators to address it in the classroom. Offers six suggestions for teaching students about the existence and implications of evil. (CMK)

Character education's goal is to help young people know, care about, and act on core ethical values such as fairness, honesty, kindness, respect for others, and responsibility. In this interview, a high school principal in Memphis, Tennessee, explains how staff implemented a separate character-education course. (MLH)