Article investigated the possibility of teaching a non-sectarian morality in the multi-cultural school while benefiting Muslim, Humanist, Hindu and Jew. (Author/RK)

Authors answered the criticism of Professor R. S. Peters, who in turn had critiqued Moral Education in the Secondary School. (Author/RK)

Punisher effectiveness and generalization of an aversive stimulus, a rationale, and a combination of the two were investigated in a laboratory analog designed for punishment research, with 80 first and second grade subjects. Significantly greater suppression of deviant behavior and punishment generalization occurred when the punisher consisted of…

The present research was designed to minimize the possibility for new learning contained in earlier studies and to focus primarily upon facilitating effects. (Author)

Discusses ways to develop a program of valuing and moral development for elementary students. (GB)

Altruism as an attitude was measured by questionnaire techniques in boys and girls, aged approximately eleven to fourteen. Factor analysis was used to identify the underlying attribute which is clearly found for each of the four age-sex groups separately. (Editor/CB)

Third- and sixth-grade children rated nine single stories which combined three levels of intentions and consequences and which varied by order in which intention and consequence information was presented. Subjects also made choices for three story pairs which varied in terms of the order of presentation of intention and consequence information.…

The cognition/conduct problem is outlined as it arises in cognitive-developmental moral theory. A model of the connection between stage of moral reasoning and behavior is developed, involving two separate steps (from reasoning to judgments and from judgments to behavior).(Author/RH)

Describes a program for moral education designed for the education of democratic citizens who will make important decisions about what to do with their lives. The purpose of the suggested program is to develop reasoning skills and thought habits rather than to impart specific moral beliefs. (JOW)

Advocates free individual or parental choice about schooling, as well as increased attention to education's role in determining individual attitudes and philosophy, as the keystones of educational reform. (SK)

Argues that friendship contributes significantly to an individual's moral development during the period from late childhood through adolescence. Traces the changes in the role and bases of friendship from its origins at about age six or seven to older adolescence. Asserts that friendship encourages tolerance, understanding, and mutual respect.…

Discusses the limitations of Youniss's identification of morality with humanism and pluralism (universal developmental endpoints or socially constructed rational ideals), suggesting an alternative approach. (MP)

John Wilson recently criticized Kohlberg's view that at certain stages of their development children are unable to understand moral reasoning of certain kinds. It is argued here that Wilson fails to cast doubt on Kohlberg's view, because his account of what it is to understand a reason is inadequate. (Author/RM)

Hoffman's conceptualization of the relationship between disciplinary techniques and moral development was tested for accountability of findings that delinquents score lower than nondelinquents on five measures of moral development. Disciplinary methods were found to account for differential moral development of delinquent versus nondelinquent…

Reviews what is known and not known about three questions in comparative ethics: What are the ideas and concepts associated with moral thinking in normal Western adults? What are the processes resulting in a judgment that something is a vice or a virtue? Are those ideas, concepts, and processes available in different cultures and at different…