Maintains that ethics is behavior as judged according to some understood standard. Recommends the use of "occasional" ethics, an informal but reflective approach that can be used in many course designs. Illustrates the concept with examples from the author's instruction in humanities courses. (CFR)

Reports on a study of the influence of age and formal education on the development of moral reasoning among 215 Spanish citizens ranging in age from 12 to 48. Finds that moral development is highly related to both variables, although more so with formal education than with age. Includes five tables of illustrative data. (CFR)

Presents an extensive, nonannotated bibliography of books and articles published during 1993 and 1994 related to moral development, moral education, and social issues. Includes items on instructional strategies, moral reasoning, social values, and social justice. (CFR)

Examines how the principles and virtues of Confucianism holistically meet moral education's requirements. Discusses justice, equality, and truthfulness as Confucian principles and the character virtues (wisdom, courage, compassion, and love) necessary for living the moral life. Stresses understanding motive, arguing that the moral person desires…

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)