Analyzes the educational philosophy in Rousseau's "Emile" and its influence on the secularization of French moral education during the nineteenth and early twentieth centuries. This critical analysis of Rousseau's naturalistic ethics covers the importance of home-life, habit-training, discipline, reason, physical needs, and historical…

Compares the teachings of the Old and New Testament on moral development. Jews and Christians both believe that God is the ultimate moral authority and that religion and morality are inseparable. (AM)

The assignment of responsibility to the educational institution and its agents eliminates moral responsibility from society. The key concept of responsibility is examined and its moral applicability to institutions refuted. A direction to be taken to reinstate moral responsibility in society is proposed. (JN)

References to moral education in New Zealand over the last 15 years are traced through official and semiofficial government reports, teachers' publications and other sources. It is argued that since 1962 there has been an increasing awareness of and concern with moral education. (Author)

Presents a literature unit for high school English designed to promote students' moral development through study of moral conflicts in novels and scenarios. The unit is based on Kohlberg's moral development stage theory. Assignments, handouts, and a test are provided. (SJL)

Considers various approaches to moral education in the sciences, including values clarification, values analysis, and Kohlberg's moral reasoning approach. Then introduces the moral criticism approach as a procedure which is adequate for coming to conclusions about rightness or wrongness of actions relating to the use of scientific knowledge. (CS)

Since the nineteenth century, moral education in Africa's traditional societies, generally presented in schools as Christian instruction, has been hampered by difficulties inherent in colonial situations and in attempts to integrate western and indigenous values. Success in these circumstances calls for cooperation between school, home, and the…

The failure of higher education to provide moral instruction has been responsible in part for the moral problems of this country. Higher education should assume this responsibility with renewed diligence through formal instruction and by colleges and universities being exemplars of ethical conduct. (Author/MSE)

A student leader and an administrator discuss the worth of values education to students of 1980, who are part of an increasingly relativistic, unsettled society in which economic matters have assumed primacy. (Author/MSE)

A list of resources to assist institutions with values education includes information on organizations and agencies, bibliographies and directories, journals, books, series, and monographs. (MSE)

This article traces the historical development of the Japanese nation with respect to the education, character, and spirit of its people. Changes in educational thought in the post-World War II period are discussed and indication made of the active interest in and current provisions for moral education in Japanese schools. (Author/SJL)

The teacher's role is not one of a supplier of values. Rather it is that of facilitator and clarifier of the valuing process. Philosophical reasoning, disclosure of differences, and moral significance of those differences can be used to further understanding of a moral dilemma. (JN)

High school sex education courses appear to facilitate attitudinal change in student tolerance of the sexual practices of others, but the personal value system of the student remains intact. Such programs appear to have little effect on the amount of sexual behavior while increasing the use of contraceptive methods among sexually active students.…

This paper argues that the emotions have a central place in moral education. Two types of emotions involved in moral judgment are defined: constitutive and regulative. Fear and guilt are used as paradigms to explain how emotions are learned. A model for education in conscientiousness, compassion, and benevolence is outlined. (Author/SJL)

Presents a critique of the values clarification model as developed by Louis E. Raths and associates in such works as "Values and Teaching: Working with Values in the Classroom" and "Values Clarification: A Handbook of Suggestions". They are critically evaluated with reference to theoretical considerations and to other models of…