This discussion encompasses how people come to recognize moral obligations, how they arrive at moral judgments of themselves and others, and how the individual employs moral judgments to guide his own behavior. (Author/AM)

Reviews the literature from the three standpoints of learning theory, psycho-analysis, and cognitive developmental theory and suggests that investigations explore specific socialization practices that contribute to both personal integration and moral maturity. (Author/AM)

The status of values education in Ontario, Canada is described. (DE)

Values clarification and Kohlberg's theory of cognitive moral development are described as two approaches to moral education. (DE)

Preschoolers and second and fifth graders were interviewed to determine their understanding of an actor's motives and the intentionality of his act after watching films and hearing stories which portrayed an actor who intentionally or accidentally injured another for either good or bad motives. (JMB)

Criticizes John Wilson's "Classics and Moral Education," in this issue, as being ambiguous and vague. The view here is that moral education would not derive automatically from classical studies but must be taught and developed, and based on a value system already present. (CHK)

The study of the Classics may develop three kinds of skills: 1) awareness of the importance of hard facts about a culture; 2) awareness of the facts of human nature; and 3) training the mind to think. Such skills and understanding are an important part of moral education. (CHK)

The main purpose of the study was to compare patterns of responses to questions relating to rules of games and those relating to a range of other behaviors. (Author)

This review of research examines whether students imitate their teacher's moral judgements in incidental learning situations. (Author/DE)

Moral judgments of Israeli and Soviet educated adolescents who had recently arrived in Israel were compared on a relativistic-realistic dimension, using a specially designed instrument - the Morality Shifting in Adolescence Questionnaire. Soviety educated adolescents were significantly more realistically oriented in moral judgment and in both…

This study examined a group of white middle class adolescents from a high school where there exists a significant sub-group who engages in activities whose purpose is to reform society and protest what they see as social or moral injustices. (Author/RK)

This article suggests that secondary schools offer upperclassmen the opportunity to inquire objectively into the language and structure of morality. (Editor)

English classes should develop the use of good English in student compositions, which should in turn influence student morality. (JH)

This paper explores the issue of sex bias in a contemporary major theory of moral development, cognitive moral theory. It explains critical reactions by Carol Gilligan and others questioning whether cognitive moral theory adequately accounts for female moral reasoning and behavior in its theory and research procedures. Several general…

A total of 96 students (16 males and 16 females, chosen randomly from each of the first, fourth, and seventh grades of a grade school and a middle school,) allocated rewards in response to stimuli representing pairs of children differing in work output and effort. Stimulus materials consisted of: (1) a booklet containing nine drawings representing…