In order to judge the appropriateness of "pastoral care" in schools it is necessary to examine the conceptual link between "pastoral care" and "authority". Without authority the pastor's job could not be done. This is also true for teachers but there are differences which are discussed. (Editor/RK)

The work of John Wilson, now teaching at Oxford University, as moral educator is summarized and evaluated. His rationalist humanistic approach is based on a componential characterization of the morally educated person. The rationale and conceptual status of the components is discussed. His position is compared to that of Peter McPhail, R. S.…

Presents a clarification of morality, ethics, and moral development, as well as a definition of justice. Also examines a theological perspective of moral development and the implications of this perspective for the education of young students. Includes examples of classroom situations where the concept of "justice-plus" can be developed as a moral…

Deals primarily with the currently popular notion of "moral education". Points out some of the theoretical problems that must be resolved before adding the prefix "moral" to education as well as the practical difficulties that will be encountered in teaching this confused "subject" in the public schools in a multi-cultural society. (Editor/RK)

Clarifying values through physical education is one way to make classrooms and gymnasiums more relevant to a world of change, confusion, and conflict. (JD)

This study investigated the effect of manipulating social factors by role playing instructions in a moral judgment task administered to children aged 7-10 years. (GO)

The author discusses the process of moral development and offers ideas and practical suggestions which will help elementary teachers further their students' moral reasoning. The socialization process at the secondary level is also discussed. (Author/RM)

Social studies educators in the coming years should concentrate on the humanizing elements of the curriculum to ensure that programs are social and humane. (MM)

Moral education is seen as being concerned with three concepts (good/bad, praise/blame, right/wrong) from which Kohlberg's stages of moral development addresses only the second. (MJB)

Discussions of disability should be within a clearly-defined moral framework if the disabled person's rights are to be translated into society's duty to the disabled. An ethical system based on modern versions of utilitarianism is suggested as a moral framework, supplemented by prescriptions based on social justice and respect. (Author/CB)

Investigated six- to nine-year-old children's understanding of the principle of mutual trust by testing children's ability to make correct blame attributions on the basis of second-order beliefs. Subjects were presented with four story frames. Stories differed in protagonist's second-order belief about another's knowledge. (Author/NH)

Moral development is a part of the healthy adult personality that continues throughout one's life. Churches, as societal institutions, play a vital role in the development of moral reasoning in adults and religious educators can foster it through andragogical methods of learning and teaching. (JOW)

Author describes how psychologist Lawrence Kohlberg's work has been influential in a different line of research than Kohlberg's own, sharing observations of the impact of Kohlberg's work on the field of moral education and on the author's own work in the field. (Author/NB)

Examines evidence of justice and care perspectives in 46 men's and 34 women's discussions of actual moral conflicts. Also considers whether an association between moral orientation and gender exists. While gender differences are found, findings suggest that people know and use both justice and care perspectives in their moral orientations. (RH)

Briefly discusses the formation of the Japanese Association of Morality Psychology and lists the papers presented at its annual meetings since 1985. Presents a survey of publications on moral development and education in Japan, organized by theorists such as Kohlberg and Piaget and themes such as moral development theory. (GEA)