Presents nine documents from the ERIC database dealing with teaching about World War II. Includes articles addressing the lessons of Pearl Harbor, the Holocaust, the wartime internment of Japanese Americans, industry's response to the war, and the moral lessons of Nazism. (SG)

Contends that there are three broadly held views about sport in relation to moral life: (1) the positive view; (2) the neutral view; and (3) the negative view. Discusses issues of morality and moral education and concludes that the positive view is accurate because the concept of fairness is inherently concerned with ethics and morality. (CFR)

Responds to the article by Kevin Ryan appearing in this issue recommending moral values education in the schools. Although disagreeing to some extent with most of Ryan's proposals, this respondent expresses appreciation that the questions were raised, particularly with regard to teacher education and respect for multicultural values. (SM)

Explores how religion is a pervasive influence in moral education in both the home and school in Japan, despite an official secular policy. Points out that after 1945 nationalism was replaced by secular social studies. Finds western thought included with Buddhism and Confucianism in government decrees on the curriculum. Places newly reemerging…

Examines the role of the hero in U.S. culture and how the social studies have treated heroes. Urges teachers to explore the ethical dimensions of superheroes. Indicates how Abraham Lincoln and Martin Luther King, Jr., for example, need to be understood in their own cultural context and in the fullness of their humanity. (CH)

Discusses criticisms of global education by Gregg L. Cunningham in a report for Thomas G. Tancredo, and the National Council for the Social Studies' response to the report. Contends that an ethnocentric curriculum restricts students ability to think critically. Distinguishes between cultural relativism and moral relativism. (DB)

Cites cases of ethical violations, such as patronage and nepotism in hiring practices, in some school districts. Advises school board members to review their personal and professional ethics and to consider measures that will help guide decisions when ethical dilemmas arise. Formal ethics training is recommended for all educators. (MLF)

Asserts that the field of moral and values education lacks a comprehensive theory. Focuses on two neglected, but essential, dimensions: (1) community, or widening circles of belonging and group identification; and (2) activity, including formal and informal education in the school as well as youth organizations and nonschool activities. (CFR)

Argues that school systems should tolerate, accept, and promote diversity in both the formal curriculum and informal policies of school management. Contends that citizens have the primary responsibility for pressuring school officials to develop curricula that promote diversity. (CFR)

The evolution of research misconduct policies in universities is traced since the late 1970s. It is argued that research universities have been slow to accept responsibility for research misconduct, and they are urged to examine their research environments and place more emphasis on research ethics education. (MSE)

Asserts that desire for the holy and a faith that helps make sense of life are youths' quests. Gives adults who minister youths strategies to impart knowledge and the quest for it among peers and adults. (VWC)

Analyzes two questions: challenges for peace educators and goals of peace education at the end of the millennium. Discusses the meaning and content of peace education and methods of teaching peace studies. Argues for increased multicultural awareness, envisionment of peaceful alternatives to present society, and increased racial and gender…

Asserts that there is a need to provide students with an array of life skills, including the ability to be productive citizens contributing to the good of one's community. Examines the nature of ethics education in a college curriculum--the justification, other than pragmatism, for providing this kind of education; ways of providing ethics…

Examines the moral environment in three school districts in Utah. Reviews the various moral and character education programs being used in these districts. Compares and contrasts their methods in terms of literature, textbooks, and activities. Concludes with an evaluation of these programs and their effectiveness in their specific environments.…

Life in the classroom is governed by a variety of rules. One typical classroom rule is the rule of silence or low noise. Teachers often deal with students' noise-making and conversations by hushing them. This article reports an investigation of how hushing can create moral dilemmas for students at their desks in the classroom. This study is part…