The Institute of Society, Ethics and the Life Sciences--also known as the Hastings Center--recently initiated a project designed to analyze the state of ethics teaching in higher education, survey the number of schools with programs, collect sample curricula for dissemination, build a communications network among teachers, and find mechanisms for…

Discusses the importance of developing bioethics programs for undergraduate students. Two aspects are considered: (1) current areas of concern and sources of bibliographic information; and (2) problems encountered in undergraduate projects. A list of references is provided. (HM)

Formal efforts at value inculcation or value clarification cannot succeed until the social and professional ethics of the school itself are consistent with professed standards. (Editor)

Urges teachers and community leaders to come together to decide how schools can be "restructured in their core elements--grades, sports, teacher-pupil relations--to make them sources of ethical conduct rather than training grounds for cheating and coping with arbitrary authority". Also warns that early reading can suppress the creative…

Sophomore and senior female students from traditional and progressive high schools were interviewed to determine stage of moral development (Kohlberg scale) and epistemological development (Perry scale). On both scales, progressive school seniors scored higher than traditional school seniors. Seniors' mean scores were significantly higher than…

Discusses the value of simulation games in moral education in four categories: fun and games; games as simulations of real life; games as motivators; and morality and game theory. Also examines the gaming aspects of morality, as well as the physical, psychological, precedent-setting, and internal consequences of an action. (Author/JK)

A model to evaluate programs that stress career and values education has been developed by Project COVE of St. Louis University. Its desired outcomes and characteristics are presented along with its processes. (Author/LBH)

Offers a critical analysis of Kohlberg's moral development theory. Claims that the theory misses a level of operative structures and needs to have its stage descriptions revised. Concludes by considering instructional implications. (Author/JDH)

Describes a geography lesson that computer and social studies teachers present together to teach elementary and secondary school students about computers and help them place the technology in a social context. (MBR)

Discusses the contributions to educational theory and practice and particularly moral education of Edward Thring. Nineteen eighty-seven is the centenary of the death of Thring who, as headmaster of Uppingham School, built it from a small country grammar school to a thriving public school of national reputation. Includes several quotes from Thring.…

Emphasizes the ethical aims of liberal education, and proposes several ways to provide ethical instruction through the teaching of literature. (MM)

Assesses the changes generated by electronic technology which affect our traditional patterns of moral development. Discusses how children form values from what they watch on television and provides ideas for helping children and young adults develop critical viewing skills. (GEA)

Discusses three goals of character development for elementary school children: promoting (1) cooperative relationships and mutual respect; (2) moral agency; and (3) a moral community based on fairness, caring, and participation. Explores teaching strategies for building self-esteem and fostering cooperation, moral reflection, and participative…

Presents seven scenarios of varying degrees of severity regarding ethical lapses by students outside of the classroom, with responses. (JK)

Dicusses some probable developments in the areas of biotechnologies and information technologies and their implications for ethical preparation, new pedagogical models, and other aspects of a value-oriented curriculum. (DMM)