Drawing on the work of Erich Fromm and other thinkers, this essay concludes that schools can best offer moral education by treating students as people; teaching them philosophy and the receptive mode of thought, as in meditation; and discovering and presenting the self as a nucleus of communion and interrelatedness. (MJL)

Considers American programs, curriculum materials and teacher guides which might be of interest to British readers in teaching moral education. (Author/RK)

Cardinal Roy, President of the Pontifical Commission for International Justice and Peace, maintains that economic objectives for social development fail to consider the problems of the new era and result in an improper distribution of the benefits of development. He hopes that Christians will express their brotherhood by remedying social…

Presents a review of the literature relating to the cognitive developmental approach to morality and addresses itself to several questions raised by moral development research. (RP)

Temptation behavior was studied in elementary school students in an attempt to assess the influence of intangible incentives upon resistance to temptation. Results indicated frequency of transgression was unrelated to the experimental manipulations. (ST)

This article defines moral education, gives current examples of classroom experience in moral education, literature and program materials available and lists some problems the idea is encountering. (JA)

This article describes a workshop for teachers conducted by Dr. Signey Simon on value clarification. (BB)

This investigation was designed primarily to obtain data concerning the influence (if any) of age and sex on the level of moral judgement in a group of comprehensive school pupils. (Author)

Uses Rousseau's "Emile" to explicate Kohlberg's characterization of moral development and to illuminate several theoretical problems in Kohlberg's cognitive-developmental account. Analysis supports contentions that Kohlberg's concept of morality is unduly narrow and suggests that his one-sidedly rationalistic approach exaggerates the…

Discusses historical and contemporary theories and presents a plan which could build a new level of acceptance for values education programs in middle schools. (JOW)

The study assessed the creative thinking and moral reasoning of academically gifted male (N=24) and female (N=27) adolescents. There were some indications that the relationship between creativity and moral reasoning differs across age, sex, and creativity subtests. (SB)

A 1981 study confirmed many of the findings of a 1968 study which examined the values of fourth year pupils in an English comprehensive school. For example, in both studies, students rejected ideal models in favor of "myself" choices. (Author/RM)

Comments on Damon and Killen's study, pointing out that the methodological difficulties in examining spontaneous moral discussions have led to the appropriation of a dyadic social-cognitive conflict paradigm that focuses on dialogic interaction. (Author/RH)

Points to three deficiencies in values clarification as a program of moral education; i.e., failure to distinguish the intellectual traits essential in moral valuing; failure to contribute to students' moral development; and failure to consider the purpose and mechanics of moral argument. Concludes that values clarification promotes ethical…