The debate between objectivists, who see right and wrong as fixed, and the subjectivists, who see moral positions as the result of human needs and desires, is often neglected in studying moral development and the goals of moral education. Surveys involving 2300 respondents show the importance of this dichotomy. (IS)

Surveys characteristics of the Soviet philosophy of education, which emphasizes character development consonant with Communist Party goals. Describes the attempts to train "the new Soviet man." (JW)

The third issue of this Character Education and Civic Engagement Technical Assistance Center (CETAC) newsletter focuses on parent involvement in character education. The Partnerships in Character Education Program (PCEP), funded by the U.S. Department of Education, is currently providing support to projects that demonstrate parent involvement in…

At a time when democracy in America suffers from a profound sense of cynicism, lack of trust, and disengagement, especially among young adults, this book is a much needed antidote. Here are original essays by some of the most distinguished and insightful political thinkers of our time. No armchair observers, they have advised presidents, been…

This book presents the story of the Ojibwe, also called the Anishinaabe, Chippewa, or Ojibway people, who live in southern Canada and the north-central United States. Written for young people, the Ojibwe story combines history with cultural stories and an introduction to the Good Path--the values that form Ojibwe philosophy. Each chapter covers…

This book presents a comprehensive approach to values education and moral education. It draws on old and new approaches and methods to help young people grow up with clear values, good character, moral integrity, and the knowledge and skills to be good citizens. This comprehensive model utilizes traditional approaches for inculcating and modeling…

Teachers make ethically-related assumptions when designing and implementing classroom management plans. Teacher education programs often promote the practical values of order, prevention, and efficient intervention. It is important that they also stress the value of encouraging social-cognitive development in pro-social directions. This paper…

This book describes the immigration of tens of thousands of Cambodian refugees to the United States from their war-torn country in the early 1980s, highlighting the efforts of Khmer Americans to recreate the fabric of culture and identity in the aftermath of the Khmer holocaust. Based on long-term research among Cambodians residing in metropolitan…

Research indicates that the overwhelming majority of preservice teacher education programs in the United States do not offer significant instruction in the methodology of teaching character, morals, values, and virtue. Consequently, upon graduation these beginning teachers are ill-equipped to deal with the complex social and behavioral problems…

This book offers preservice and inservice teachers an examination of ethics and a number of philosophies on how to teach morality. It discusses he extent to which teaching is intertwined with moral issues and explores the fundamental concepts of morality and virtue. It also explores the various and occasionally conflicting viewpoints on moral…

For generations, moral development has been both a conscious aim and a formal process in Japanese education. This book investigates the history and development of Japanese moral education and analyzes and compares current moral education with the concepts of the Imperial Rescript on Education (1890) and the "shushin" moral education of…

This paper offers some practical suggestions and techniques in dealing with organized opposition to sex education and family life education programs. (BY)

Discusses developmental, values clarification, actionist, and rationalist strategies in moral education and the problems associated with each strategy. Explores the question of whether schools should offer moral instruction. Outlines criteria for selecting a moral education program and emphasizes that moral issues raised in the classroom are…

Reports published by the New Zealand Department of Education and other agencies there illustrate the connection which can prevail between human relations education and a failure to consider critically the ethical issues involved in sex education. A philosophical discussion of love and justice and their relationship to sex education follows. (PP)

The relationship between moral thinking at the level of specific rules and precepts and at the abstract, universal level is discussed, and it is argued that the first-level virtues are as necessary as those based on abstraction. The demands of education for moral life in a pluralistic society are considered. (PP)