Presents a moral development approach to achieving sex equity. Uses discussion of carefully developed Kohlberg-type moral dilemmas relating to sex equity to elicit moral judgments from children at a number of developmental stages. States that schools can help promote equity through the implementation of carefully designed moral education programs.…

Investigates the values of mass communication students before and after undergoing formal training in mass media ethics. Claims that at the conclusion of the course students had adopted ethical mass media attitudes which incorporate a personal acceptance of democratic principles and a belief in equal rights for all. (MM)

Characterizes American folk wisdom about the teaching of moral behavior. Compares the moral education offered in the Soviet Union, Japan, and India. Reviews Lawrence Kohlberg's theory of moral development and concludes with speculations on the moral development role of religion, autonomy, and the environment. (JDH)

This article reviews the research applications of Dr. Lawrence Kohlberg's theory of moral development and moral education. Included are studies conducted in both juvenile and adult correctional settings. (Author/CT)

Results indicated that the moral discussion group had a significant impact on the moral reasoning ability of delinquent and predelinquent adolescents as compared with a placebo group and a control group. Findings also indicated that gains in moral reasoning do not necessarily lead to improved classroom behaviors. (Author/ABB)

Investigates the relationship between distributive justice, immanent justice, and egocentricism for 21 preschoolers and 24 second graders. These concepts were assessed using the Distribution Justice Scale, immanent justice stories, and an adaptation of Piaget's mountain task. Results indicated significant main effects for age and a significant…

Presents a historically based outline of six stages of human normative development. Elucidates this outline phenomenologically and derives a hierarchical scheme of normative behavior from which to develop programs of moral education. (SK)

Durkheim's treatment of the emotional and dispositional aspects of morality are examined. It is argued that the cognitive developmental paradigm as developed by Kohlberg needs to be supplemented by several key Durkheimian insights about moral sentiments. (RM)

It is argued that the main function of English as a Second Language (ESL) in Britain is to maintain white power in the United Kingdom. Some of the processes and mechanics at work behind the benign ESL facade are explained. (Author/JDH)

Discusses Carol Gilligan's perspectives on the differences in male and female development, as stated in her 1982 book "In a Different Voice," in terms of implications for student services professionals. Presents several examples and related questions. (JAC)

Discusses problems in Pratt, Golding, and Hunter's investigation (in this issue) of two propositions central to Gilligan's (1982) thesis on the mismeasurement of women's moral orientation and development. Describes research addressing the problems and indicates directions for further research. (RH)

This study examined the ways in which exposure to moral reasoning statements affected the subsequent behavioral choices of 144 seventh-, eighth- and ninth-grade boys at different stages of moral judgement. The presentation of reasoning had different effects on the behavioral choices of subjects at two different stages. (Author/SB)

Rawls' arguments in defence of his claim to derive principles of morality and justice from his hypothetical "original position" are critically examined and found to be unconvincing. (Editor)

Certain philosophically inadequate or unclear claims have been made for a connection between moral education and history or literature. Author argued that there is a central connection, concerned with the technique of sympathetic imagination, called Verstehen, which is used identically in moral, historical, and literary reasoning; and that certain…

Using step-wise multiple regression analyses, regression equations were generated for sixty school age subjects with choice and stage of moral reasoning on moral dilemmas as the dependent variables. The implications of the findings for further research and curriculum were discussed. (Editor/RK)