Discusses the need for global education in the face of economic influences that result in pollution and the exploitation of developing nations. Cites the difficulties faced by less developed countries that try to compete in world trade. Urges educators to teach students to take morally responsible positions on global relations. (SG)

Presents a vignette of an ethical dilemma in a child care setting, and provides solutions based on a specific section of NAEYC's code of ethics. (HTH)

Contends that middle- and upper-income youth may indirectly be the beneficiaries of social systems that are based on policies of injustice for the sake of profit or power. Suggests using an approach that helps such young people see that the establishment of social justice is beneficial to them as well as to the victims of injustice. (CFR)

A discussion of academic dishonesty among college students reviews research on cheating, then assesses dominant cognitive processes students use to rationalize cheating in one college and compares findings with previous studies. Faculty and administrators are encouraged to challenge student accounts of cheating and other questionable conduct found…

Describes the development and work of the Center for the Advancement of Ethics and Character at Boston University. The center addresses a range of issues related to young people acquiring sound ethical values and framing good character. To date, the center has focused on the responsibilities of teachers and schools. (SLD)

The development of good character cannot be separated from the basic purposes of education. The roles of character education and moral principles in education are discussed, and it is emphasized that students deserve the example of teachers who are themselves persons of good character. (SLD)

Contends that the Los Angeles riots illustrated how a pluralistic society can come apart when its members lose faith in its moral character. Argues that teachers and administrators must provide students with experience in democratic problem solving within the school structure. Maintains that the Your Educational Success Program (YES) is an…

Recognizing racism involves acknowledging beliefs, attitudes, and symbols legitimized by those with cultural/political power and socialized in successive generations. By modifying curriculum and instruction and addressing expressions of racism, schools can help students move beyond tolerance to acceptance, understanding, and celebration of racial…

Focuses on the need for the scientific and education communities to examine their ethical practices to try to determine how to transmit an awareness of ethical values to students. (DDR)

Details a course for teaching ethics to undergraduates. Argues that participation in service-learning experiences teaches students about moral philosophy and ethical principles for psychologists, and helps them become more sensitive to complex ethical dilemmas involved in psychology and related fields. Reports that students' course evaluations are…

Identifies four foundational components of children's moral development and four central aspects of moral functioning. Examines the parenting roots of each of these psychological characteristics and discusses five core parenting processes that are related to them. Considers the implications for teaching parents to influence positively children's…

Discusses how the author remembers Lawrence Kohlberg and how she came into a long-term conversation with him that influenced the course of her research. Emphasizes the impact that bringing women into studies of child development and psychology had on these fields. (DSK)

Evaluates the issue of producing and controlling the memories of the Holocaust as an example of the struggle over self-identity and the recognition of "the other" as a moral subject. Analyzes Israeli refusals to acknowledge the genocides/holocausts of other peoples as a test case for a humanist-oriented moral education. (DSK)

Adolescence is a time of intense, often idealistic concern about the relationship of self to others. Yet educators hesitate to address high-school students about moral aspects of sexuality and marriage. Such reticence has a high price. Textbooks mistakenly convey self-interest as the sole cause of human behavior. (MLH)

Explores how to cultivate morality and character in students without indoctrinating them and manipulating them into expressing particular moral beliefs. Asserts that critical thinking must be at the heart of college curricula; proficiency in the art of teaching critically--encouraging students to question, think for themselves, and develop…