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)

Unless conjoined with certain desires, reason cannot move an agent to act. The article shows the conditions under which reasons for deciding on an action become reasons for action, explains the necessity of desire for possessing reasons, and explains a schema to analyze certain character traits pertinent to moral education. (SB)

An examination of the ways moral education was taught in elementary public schools during the first three decades of the century suggests that moral education should be (1) indirect--not taught as a isolated subject; (2) comprehensive--include all aspects of school life; and (3) broadly conceived--moral education is multifaceted. (RM)

Moral education theory commonly attacks religion-based morality as authoritarian. It is proposed that moral education be divorced from religious education. Three significant Christian documents are used to demonstrate the subtle relationship between Christianity and ethics and how Christians can help young people get a balanced view of moral…