Criticizes the values clarification approach for avoiding the structure of values, for allowing judgmental activites, for embracing moral relativism, and for not being founded in theory. (DW)

Describes the programs developed and under development for ethics education in the Salt Lake City schools. (IRT)

Moral development can be fostered through the use of "moral dilemmas," activities in which the child is asked to suggest courses of action to help fictional characters with their moral problems. (MB)

Some objections (EJ 156 226) to an earlier article of mine (EJ 123 711) concerning the use of hypothetical moral situations in moral education are first examined. It is then argued that to characterize morality as a wholly "public" or "private" affair is mistaken, as moral decision-making must involve a combination of both…

Discusses the International Conference on Moral Education which took place in Japan in August 1987. Presents an overview of conference presentations, emphasizing the importance of such meetings for the exchange of information and interpretation of perspectives. (GEA)

Six years ago, students at Birch Meadow Elementary School (Reading, Massachusetts) were polite to adults, but callous and uncaring toward each other. Today, thanks to a "Just Community" approach modeled on Lawrence Kohlberg's philosophy, students feel a sense of school ownership and responsibility for their classmates. (MLH)

This article discusses the interventionist view of moral education and argues against the libertarian view. (MT)

This article attempts to show that it is misleading to suppose that one must choose between ethics of virtue and ethics of duty rather than combine some elements of both. (CB)

Reviews arguments concerning method, content, and intention as the defining features of indoctrination. Concludes that the entire debate is misconceived because it does not focus on learner experience. Urges consideration and discussion of two varieties of indoctrination--intentional and unintentional. (DMM)

The project of which this paper is a part consists of three steps. The first step (an American Educational Research Association (AERA) Conference 2000 paper subtitled "Clearing the Terrain") provided a critical overview of current debates on moral development and education, focusing on the relationship between empirical and theoretical…

Suggestions on restoring the ethical element to its reightful role at the center of the educational process.'' (Editor)

Brief statements describing the backgrounds and attitudes of 16 analysts consulted in a recent sex education survey. (LR)