Outlines six activities for upper primary and/or lower secondary classes in an Australian school which focus on social responsibility as it relates to social justice. (NH)

Responds to John E. Petrovic's article entitled "Moral Democratic Education and Homosexuality: Censoring Morality." Argues against Petrovic's notion that teachers must portray homosexuality positively and ignore their beliefs against homosexuality. Believes instead that when teachers educate their students about sexual orientations they must…

Describes the efforts to integrate ethics across the curriculum, especially in business, science, and engineering, at the University of Puerto Rico at Mayaguez. Explains why the integration of ethics across the curriculum is better than application when teaching ethics to students. Discusses the use of participatory case studies in engineering…

Provides a brief historical review of sexual education and critiques the assumptions and implications of the current crisis instrumental model and the values-clarification approach. Argues for a meaningful ethic of sexuality and for a dialectic approach that allows existing values to be challenged while still affirming the integrity of the…

Ethical teaching dilemmas generally fit four patterns: individual versus community, truth versus loyalty, short-term versus long-term, and justice versus mercy. Research discloses five core shared values: compassion, honesty, fairness, responsibility, and respect. When choosing among end-, rule-, and care-based resolution approaches, teachers'…

Observes that it is often assumed that European citizenship education will be directly related to values education and will be implemented through history instruction. Argues that the meaning of key terms in the citizenship education debate are unclear and that research into the problems of such education is needed. (DSK)

Examines Nel Noddings' interpretation of caring and investigates the implications of Noddings' caring as a foundation for school communities. The paper also examines the work of Arendt, noting that Arendt's theory of the public offers solutions to many dilemmas presented by caring. The paper emphasizes the importance of looking to multiple…

Examines two models of educational theory developed by Franz Fischer. One model defines education as a categorical reflection on the difference between a presupposed versus scientifically-explicable world, while the other grounds moral education on awareness of demands of the other person. Applies the models to the problem of otherness. (CMK)

Despite an ambience of strict church-state separation and religious pluralism, there is a growing consensus that certain widely accepted virtues (honesty, fairness, and respect for others) can be taught in U.S. public schools. Character education should be pursued, but whether ethical habits can be separated from specific religious traditions…

Australian instructors participating in the education of Papua New Guinea secondary students are encouraged to base their course design on Perry's model of intellectual and ethical development. Culturally appropriate instruction should match learning tasks to students' cognitive stage. (SK)

Provides background information on the Nahshon School, a small Reform Jewish day school. Describes the ways in which the Nahshon School implements a vision of caring. Considers school philosophy, curriculum, and rituals, teachers as role models, and how the school evaluates its progress. Addresses obstacles facing the school. (CMK)

Explores the potential problems of intersection between the defining aims of antiracist education and teachers' beliefs about the aims of education. Identifies a framework for differentiating three ethical perspectives that teachers often take in articulating and justifying their beliefs about the ideal aims of education. (CMK)

Discusses Maria Montessori's five pedagogical guidelines for her Cosmic Education concept: starting with the larger context; treating planet Earth as a cosmic organism; stressing similarities among seemingly different groups of people, organisms, or objects; showing chains of interdependence among all things; and examining behavior from a cosmic…

Presents the historical development of civic and moral education from the perspective of five periods. Addresses the differences in political ideology and the relationship to civic and moral education. Discusses the three types of responses to the controversy of character education content and issues related to methods in character education. (CMK)

Addresses the need for art teachers to help students develop an empathetic awareness for others. Describes moral-cognitive learning as a means for encouraging empathy where a connection between the students and teacher must be made while a connection between self and ideas is also necessary; imagination also affects students' ability to care. (CMK)