Following a brief history of the church's role in Swedish education, the author explains the expanded Swedish definition of moral education, which includes the socialization process as a whole. Current objectives, research projects, curriculum developments, and church activities are discussed, as are parent and teacher education programs. (SJL)

Described in an experimental ethics course, taught at the University of Kentucky, in which the student combines the experience of a public agency internship with reflection afforded by readings and discussion of ethical issues in a seminar format. An evaluation of the program's effectiveness is reported. (JMD)

Traces the history of moral education from the ethics-laden forties and fifties through the value-neutral sixties and seventies to the late eighties' focus on character, socialization, and culture. Offers a blueprint for future ethical instruction based on example, explanation, exhortation, environment, and experience. (MLH)

Stating that the essential characteristics of citizenship are found in children's natural social interactions, the authors argue that sports should be used in citizenship education to teach rules, roles, consequences, respect, allegiance, winning, losing, and fairness. Teaching suggestions include a list of exemplary sports heroes, illustrative…

A survey of dental schools in 1980 showed that 13 of the 55 responding schools provided no formal instruction in ethics. The status of instruction in dental ethics in 1986 is discussed. Survey data showed that schools providing ethics instruction often confused law, jurisprudence, and avoidance of malpractice with ethics. (MLW)

Discusses the possibility of having explicit moral education in the present British educational system. Argues that until there is greater community consensus on what moral criteria should be taught, any attempt at explicit moral education in schools will be negated by the implicit teaching pupils receive outside school. (Author/GEA)

Presents an overview of the current situation and problems of moral education in Canada. Discusses the official policy on moral education, identifies directions of societal change which may affect it, and argues that the most crucial problems revolve around the central role of the teacher in moral education efforts. (Author/GEA)

Proposes that creating materials for values games is a three-step process, involving the development of a set of educational moral dilemmas, preparation of response cards, and familiarity with game rules. Sample teacher and student moral dilemmas are provided. (MM)

The complex and dynamic relationship of youth and peace is examined, educational priorities regarding peace education of youth are discussed, and characterisitcs of youth movements for peace and disarmament are described. Peace is one of the main priorities expressed by the themes of International Youth Year 1985. (RM)

In 1984, Community College of Philadelphia received a $250,000 Ford Foundation grant to design and implement a transfer curriculum for predominantly poor, minority students. This paper describes the humanities faculty's team efforts to model a vital intellectual community for students by revamping curriculum approaches, value frameworks, and…

Discusses the weaknesses inherent in Sidney Simon's values clarification method and Lawrence Kohlberg's cognitive moral development method, suggesting that single class, isolated instruction overlooks the affective, unconscious elements of character formation. Recommends an alternative holistic approach based on John Locke's concept of all…

Nigerian society today exhibits symptoms of serious moral malaise. Current approaches to moral education in Nigerian schools are inadequate to cope with this moral crisis. It is argued that a consequentialist approach within the framework of an integrated approach to moral education should be adopted. (Author/RM)

Proposes educational guidelines and a teacher training model for Environmental Values Education (EVE). Suggests proficiency areas to consider for EVE program development and implementation. Parameters involving student and teacher background and type of program strategy are discussed. (ML)

An address to the American Association of Colleges of Pharmacy focuses on the pharmacy school and faculty's role in providing an ethical foundation for practicing pharmacists. The issues of professional socialization, burnout, the influence of pharmaceutical advertising, and regulation of health care are noted. (MSE)

This article offers guidelines drawn from the last 200 years of ethical theory to aid educators in discerning between "uncontroversial" questions to which they can assume the correct answer is known and legitimately "controversial" questions requiring great care to be fair to the various points of view. (Author/DCS)