The University of Victoria program at Matsqui Institution is based on Kohlberg's theory of moral development. The replicability of the program is discussed, and analyzed in terms of relations with the institution, type of courses, program climate, and staffing. The necessity for developing student identity is emphasized. (MSE)

Although research on the moral development of college students is in its infancy, recent findings indicate promise for future study and institutional action. The theory of moral development is described from a cognitive developmental perspective, and research on improving thinking about justice and fairness at the college level is examined.…

Efforts to deal with a continuing crisis in sociological values must involve the best that education, the humanities, and the behavioral sciences can offer. (Author)

Presents results of a study regarding the status of the teaching of ethics in American higher education. Five general goals are proposed in the report for the teaching of ethics and recommendations are made for the introduction of new courses in ethics. (CS)

Moral education is not included in the curriculum, but the history of Chile shows the influence of European culture. Therefore a philosophy of education which promotes an autonomous human being has usually underlined educational policy. The influence of Catholicism has been very strong both in school curriculum and parent attitudes. (Author/SJL)

The relationship between the decline of value-centered education in the 1960s and 1970s and the decline of academic standards is discussed. The question of the moral dimensions of learning and how values and the transfer of knowledge are irrevocably linked are explored. (Author/MLW)

People accept the general idea that there should be instruction in the schools that deals with morals and moral behavior. A model for moral instruction is presented to stimulate moral education activities. (Author)

A thorough scrutiny of the teacher's role as facilitator in the field of moral education is called for. (LH)

In this excerpt from his forward to "Readings in Moral Education," Dr. Kohlberg asserts that cognitive-developmental moral education goes back to Socrates, but that the demand for it today stems from Watergate and My Lai--a demand that the United States return to its original principles of justice. (SJL)

The development of Scarborough's Values Education Project is described. The advantages and disadvantages of three reflective teaching methods: values clarification, Kohlberg's cognitive-moral development, and Allen's problem-solving approach, are outlined, and Scarborough's synthesis is discussed. (SJL)

The author alleges that colleges and universities have adopted a policy of "value neutrality" in order to protect academic freedom and to survive. He calls for professional responsibility, asserting that axiological considerations lie at the heart of the educational process. (Editor/LBH)

In theory, most educators in this survey supported teaching ethics; in practice, few baccalaureate programs provide planned curricular offerings dealing with this subject. Suggestions are offered for implementing curriculum changes. (Editor/TA)

A two-page interview on ethics conducted with an industrial training specialist with a Ph.D. in philosophy and theology. Discussed are the meaning of ethics, advice to executives considering intervention efforts to improve ethical behavior, and the essential intervention steps of establishing policy and communicating standards. (LAS)

Good teachers must regularly engage in ethical reflection. The rules-and-principles approach for developing educators' ethical judgment may be less effective than a virtue-centered approach, which is more in keeping with teachers' essential commitments. Virtue-based case analysis helps teachers experience vicariously what it means to be ethically…

Investigates the sensitivity to moral issues and the ability to interpret moral situations in a sample of social psychology students (n=50). Explores relationships between initial value priorities measured by the Schwartz Value Survey and moral sensitivity. Discusses results of survey based on age, gender differences, and education level. (CAJ)