Explores some of the major components of the values clarification theory and discusses some of the most frequent criticisms which have been made of the theory. A major part of the paper summarizes the early research on values clarification and reviews nineteen more recent studies. For journal availability, see SO 504 730. (Author/DB)

Strategies for conducting moral discussions in the classroom are provided. (DE)

Adolescents were administered classical and practical moral dilemmas. They were asked to judge the actions of others (judgments), and to reach a personal decision and justify what they would do (deliberation). Stage of moral reasoning for deliberation on practical dilemmas was lower than moral judgment on classical dilemmas. (Author/RD)

Findings indicate that there are differences in rate and extent of development between subjects from different social environments. It is also shown that rates of change within a social group are not uniform and that differences between groups may decrease with age. (Author/AM)

Discusses several approaches for solving the problem of delinquency including Quay's empirical system, Warren's theoretical system, Hogan's theory of moral conduct, and Bandura's social learning theory. (Author/RK)

Kohlberg's theory of moral reasoning and Hogan's theory of moral character were studied in relation to: (1) Rule Compliance; (2) Avoidance of Stealing; and (3) Moral Judgment. Hogan's theory was superior in predicting Rule Compliance while Kohlberg's theory was superior in predicting the Avoidance of Stealing and Moral Judgment. (Author/JAC)

Poland is the backdrop for this discussion of the contemporary theoretical concepts of aesthetic education. Art is seen as the essential element of communicating cultural values, and creating a region of common feelings and experiences. (Author/RK)

Using B.F. Skinner's diagnosis of our moral problems, this research attempts to provide a constructive supplement to Kohlberg's moral theory rather than to concentrate on negative criticism. Examines the cognitive and affective aspects of Kohlberg's morality. (Author/RK)

This research examines some of the difficulties of evaluating pupils in the affective domain. All schools are involved in some form of moral education. We should examine what kinds of values the pupils are taught to develop. (MFD)

In examining the stability of the family as a provider for moral development, this research takes a sociological viewpoint in considering the general attitudes toward the family as an institution over a span of time; the role of the family in moral development; some problems for both the family and the school; and the structural problems occurring…

Differences between cognitive development and social learning theories as they relate to moral development are assessed and an attempt is made to reconcile the points at dispute through the development of an alternate paradigm of the moral development process. Some material from Chinese and American socialization experiences is presented to show…

Examines the nature of moral education, sometimes referred to as character education, and spells out the moral issues and practical difficulties inherent in the relationship between moral theory and moral education. (Author/RK)

This article considers the shift in self-world perspective as it can affect the awareness of religious expectations and the consequent evaluation of religious mandates. Reflection upon psychological counseling is involved insofar as it amplifies certain trends in the individual based on theoretical assumptions. Impact upon sexual counseling is…