Argues that schools need to intensify efforts to offer values instruction since current efforts portend failure. Examines the historical roots of values education, profiles the social context of values problems, critiques approaches to values, describes ways to unify the advocates of values education, and discusses the current public demand for…

Discusses the development of the British educational system and perceptions of teacher's classroom roles. Focuses on pedagogical teaching methods of 17th century English character literature in character education development. Concludes that this era of teachers demonstrated an interest in the complexities of the learning process. (KDR)

Argues that empirical questions about laws governing human activity do not have definite answers, but certain conceptional questions do; and many conceptual questions do not have definitive answers. Focuses on John Wilson's views on philosophy and moral education. Explores the implications for educational research. (CMK)

Discusses the reasons why educational researchers and teachers never embraced the ideas of John Wilson as they related to his components of morality in moral education. States that through this examination, the strengths and weaknesses of Wilson's approach can be appraised. (CMK)

Presents John Wilson's response to the articles within this issue of the "Journal of Moral Education". Focuses on broad issues related to the disagreements that surfaced. Explains that one issue concerns the nature of philosophical or conceptual analysis. Addresses aspects of his own work. (CMK)

Discusses how Montessori's Cosmic Education framework addresses issues of unity and diversity in a multicultural world view. Considers five key points of this approach that meet challenges of a multicultural world: the unity of all beings, the role of evolution in life, interdependence in nature, physical and spiritual needs of humans, and the…

The teaching of values to students is unavoidable and inevitable. The problem for educators is how to choose wisely what is explicitly taught in the way of values and how to understand and control the implicit moral education in schools and in the communities that support them. (IAH)

Proposes teaching students skills for integrating theological inquiry with scientific, economic, and political issues concerning the environment. Suggests classroom exercises designed to bridge the gap between theology and environmental science. Discusses classroom texts drawn from theological, philosophical, and biological sources. Elucidates…

Describes a comprehensive national survey of children's moral values which asked fourth through twelfth grade children about moral issues. Results revealed that American schoolchildren act on moral assumptions, although the assumptions are not uniform and are, therefore, difficult for teachers to address. (SM)

Stories can help teachers give children models and mores for reflection and growth. This article suggests specific books that deal with lying and provides guidelines for class discussion. (IAH)

Inquires into grounding moral education in religion and contemplates the ramifications of such an education for a pluralistic society. Discusses Lawrence Kohlberg's theory on moral education and concludes that individuals must be allowed choices that reflect their beliefs. (GG)

The medical school's ethics program evolved through cooperation with the humanities department. Key aspects of the program include the teaching of medical ethics in the context of other issues of value and meaning in medicine, and involvement of humanities faculty in the medical center. (Author/MSE)

Argues that high school journalism teachers must emphasize the difference between law and ethics, especially with regard to stories on controversial topics. Reviews several of these stories published in a high school newspaper in Columbus, Ohio. (MS)

Describes the components of a program designed to strengthen ethical behavior relative to corporate policy. The topics covered include the identification of ethical standards and the skills related to those standards, the use of job aids, performance testing using case studies to simulate the application environment, and trainer tools. (CLB)

Discusses the role of conscience in moral decisions and several approaches to moral education. Indicates that moral development is an interactive process between children and their environment and that empathy, delayed gratification, and the courage to withstand social pressure must be encouraged in the moral education of youth. (MAB)