The goal of civic education should be to develop competent, responsible citizens whose words and actions uphold and enrich the constitutional democracy of the United States. Being a good citizen requires proper knowledge, skills, and dispositions. This forum offers five articles: (1) "Educating Responsible Citizens" (Ivor Pritchard;…

This paper thematizes the significance of postmodernism for the teaching of values in public schools. It elucidates the challenge of postmodernism and develops constructive proposals in response to its significance for teaching values. The operative contention is that a critical engagement with the challenge of postmodernism provides an…

Analysis of moral discussion between mother and son reveal significant differences between delinquent and nondelinquent families on a variety of interaction dimensions. The relationship of these dimensions to moral judgment and to delinquent behavior is explored. (Author)

Recent discussion of the ethical problems of biomedical human experimentation has drawn attention to the responsibility of the medical schools for training new clinical investigators and for safeguarding the rights and welfare of the subjects of clinical research conducted in the medical schools and their affiliated hospitals. (Author)

Keynote address at the LIASF Annual Conference on Law Focused Education, February 25 - 27, 1972, Chicago. Goals of law education in the schools are: (1) Learning moral reasoning or ethical analysis, (2) An appreciation of the legal process, and (3) Information about the law. Methods of instruction and achievement of desired goals are discussed.…

Socialization to the legal system was explored with data on attitudes toward policemen, the Supreme Court, and the fairness of laws obtained from approximately 9000 elementary school children tested in 1961-62. (JM)

More attention should be given to the ethical dimensions of health promotion. This paper reviews the general purpose of health promotion, discusses two cases in terms of potential ethical questions, and presents principles which may help readers to evaluate the moral dimensions of their work. (CJ)

L. Kholberg's model of moral development and the social learning theory both provide methods of perceiving the relationship between cognitive and moral development, and both are useful in application to the intellectually gifted child. Educating gifted children toward high levels of moral behavior is a particularly important concern. (Author/SEW)

Describes the history of moral and values education in the United States, highlighting concerns about indoctrination and relativism. The current strength of several approaches is assessed: directive moral education supportive of common core civic values; values clarification; and the approach based on Kohlberg's theory. (Author/CS)

Gifted adolescents from grades 9-12 were asked to generate stories involving a moral problem and to provide a solution. Half of the moral problems written involved friendship or a love relationship; 92 percent of the students were able to give guidelines for solutions to their moral problems. (RM)

A parody on criticism of accreditation committees and practices, directed at the profession of accounting and suggesting that accreditors may take themselves too seriously at times, encourages more modesty and self-restraint. (Author/MSE)

Presents a series of suggestions for ways in which teachers can best take on the responsibility of "moral education" within the confines of the daily curriculum, including specific suggestions for mathematics, science, English, social studies, and arts instruction. (JL)

Describes a study which showed that adolescents who reasoned at Kohlberg's "principles" level of moral reasoning are more tolerant than those who reasoned predominantly at the "conventional" level. Subjects in the study were senior high students in Ireland. Information was gathered through questionnaires. (RM)

Discusses ways that moral values can be taught in K-12 physical education courses including competitive sports, gymnastics, dancing, hiking, and camping. Teachers must help students to handle competitiveness, and to transfer their experiences of sportsmanship, cooperation, trust, and personal integrity to other areas of their lives. (AM)

Argues that secondary moral education programs must be taught in the context of human relationships (interactions between and among people) and discusses techniques and issues related to the implementation of such a program, including self-disclosure, dialog, value encounter relationship, teacher qualifications, classroom environment, and grading.…