Two experiments tested the applicability of Anderson's relative-weight averaging model to children's moral judgments based on intentions and consequences. (Author/JMB)

Dewey's philosophy of freedom is examined in order to provide a basis for a renewed faith in the educational process. (MJB)

Concern for the social and psychological development of student athletes resulted in a class in which parallels were drawn between the game of tennis and the game of life. (JD)

This descriptive study examined the nature of stories involving a moral conflict written by seventh, ninth, and twelfth graders. (Author/JMB)

Male and female students from grades 1, 3, 6, 8, and college watched a videotaped scene of a young female actress breaking a chair. Subjects were then asked to make attributions of causality and "naughtiness" to the chair breaker. Results were consistent with predictions based on Heider's theory of social attribution. (Author/JMB)

A developmental psychologist discusses the meaning of "moral development" and suggests ways to implement classroom activities fostering the moral growth of pupils. (MB)

The author describes the functioning of a model juvenile training school established for poor and deviant girls in the nineteenth century. (GW)

The article examines (1) the notion of teacher as developmental educator; (2) the classroom conditions prerequisite to stimulating moral development; (3) the role of teacher as moral educator; and (4) implications for pedagogy suggested by initial research on teaching within a cognitive developmental framework. (MJB)

The author discusses the application of Kohlberg's model of moral development to literature as a technique for promoting value identification and moral growth in secondary school children. (MJB)

Examined the influence of both peer and adult models who displayed either consistent, conflicting, or inconsistent moral judgments on the moral judgments and explanations of first graders. The influence of rationale provision was also assessed. (Author)

Examines management approaches in ethical terms, arriving at numerous criteria applicable to educational administration. Discusses scientific management, morally neutral concepts, hyperrationalization, tightening of controls, and the business/industry model as having eclipsed or confused the moral dimensions of education. Calls for enlarged moral…

Reports on two studies relating moral development to concern about nuclear war and to antinuclear activism. Two Dutch samples tested the following hypothesis: the higher the level of moral judgment, the more concern there is about nuclear arms. (LHW)

Value neutrality and values clarification fail to foster critical thinking about values. The values articulation approach identifies the rationality that is applied to value claims. It avoids noncognitivism and moral relativism and suggests ways the discussion of values in the classroom prepares students to deal with broader moral issues. (VM)

Administered a test of moral judgment to a group of 30 graduate students with no previous counseling experience who were enrolled in an introductory counseling course. Found high moral development group was superior to a low moral development group in the demonstration of empathy on a counseling tape. (Author/ABL)

Discusses the affective factors that underpin and guide moral judgements. Suggests a pedagogical model for affective development in moral education, based upon the expanding social environment in which a person defines and redefines him/herself and that environment's relation to the educational milieu. (DMM)