The first of these two companion papers presents an account of Dewey's position on the nature of growth and its implications for curriculum development. The second paper provides a critique of Dewey's concept of growth and sketches what C. S. Peirce would have regarded as more viable alternatives. (Author/SJL)

Contains the second part of the "I Need a Friend" Copy Master Series designed for use by educators to teach children about the responsibilities humans have for their fellow creatures. The stories can be reproduced for distribution to students or used as a coloring book. (Author/SA)

The authors focus on the moral development of the early adolescent (ages 10 to 15). The ways in which early adolescents develop morally, social influences on such development, and the expression of morality behaviorally are discussed. (Editor/KC)

Reports some results of a study of the moral atmosphere and the development of students' moral reasoning in a private high school whose freedom from traditional class schedules allowed for intensive peer and student-teacher interaction. Students' moral reasoning levels correlated positively to their years in this school environment. (Author/SJL)

Thirty-six elementary teachers responded to moral dilemma test questions with their personal opinions or with advice they'd give to a child or an adult. Although some teachers recognized a child's developmental limitations, responses offered under the three test conditions did not differ. Implications for moral education are discussed. (Author/SJL)

The process of creating a canto in imitation of Dante's "The Inferno" not only enables students to gain a sense of medieval morality and history but also allows them to have an imaginative understanding of their own lives and times. (RL)

Investigates immanent justice decisions in 72 children at three grade levels (kindergarten, second, and fourth). The children were asked to evaluate behavior-accidental event sequences that represented all possible combinations of good or bad prior behavior followed by a lucky or unlucky event. (SS)

Describes the equity and cognitive developmental theories of children's concepts of distributive justice and examines a methodological problem which may have influenced previous findings. Also reports a study of the relations between hypothetical arguments, real-life arguments, and real-life division behaviors of 84 children aged four to seven…

Does not support Piaget's interpretations that mature moral judgment, dependent upon a decentered thought structure, develops around the ages of eight and nine. (RL)

This paper presents J. P. Shaver's model of rational decision making based on moral values and makes specific suggestions for implementing the model in health education instruction. (MM)

The need for adults to try to understand the emotional motivations behind children's lies is discussed. It is suggested that lies handled in an understanding way may provide the basis for a character-enhancing experience. (HS)

Democratic Socialization is viewed from a cognitive developmental perspective in which hypothetico-deductive thinking and exposure to democratic models are seen as necessary, but not sufficient to development of democrative values. A taxonomy of democratic development is offered. (MS)

Explains R. W. Beardsmore's account of the nature of morality and moral behavior and examines the implications that it has for moral education at all levels. (Author/RK)

In a fictional account of Thomas Jefferson's writing to a modern secondary school educator and administrator, the author presents some viewpoints on the purpose and duration of public education. (MB)