Argues that secondary moral education programs must be taught in the context of human relationships (interactions between and among people) and discusses techniques and issues related to the implementation of such a program, including self-disclosure, dialog, value encounter relationship, teacher qualifications, classroom environment, and grading.…

Compares the teachings of the Old and New Testament on moral development. Jews and Christians both believe that God is the ultimate moral authority and that religion and morality are inseparable. (AM)

Our schools need a provisional morality that expresses the common beliefs of a democratic pluralistic society. The crisis of authority in American schools is a lack of agreement on what provisional morality ought to be. As a result, we declare that children can choose their own morality as long as they don't commit crimes. (Author/JOW)

Explored the impact of sorority and fraternity affiliation. Studied college freshmen at the beginning and end of the school year. Found no significant differences between affiliated and nonaffiliated students, suggesting that the Greek system might reassess its philosophy and pledge education programs. (Author/JAC)

After some preliminary doubts about Kohlberg's method of assessing moral reasoning, six claims of his "stage-structural" theory are criticized: (1) that the stages constitute structural wholes; (2) their invariant sequence; (3) their cultural universality; (4) their logical necessity; (5) increasing cognitive adequacy; and (6) increasing…

Sixty college students, representing three of Kohlberg's moral judgment stages, were exposed to a compliance situation. Self-awareness was experimentally increased in 30 subjects. Those in moral stages 3 and 4 complied significantly more than stage 5 subjects. Results are discussed in terms of a cognition-behavior relationship. (Author/SJL)

Middle school students (N=25) with exceptional educational needs were matched with regular students and assessed for their level of moral reasoning using the Objective Assessment of Moral Development. Results indicate exceptional students select types of reasoning typical of younger children, and become less like their peers with age. (RC)

Presents a literature unit for high school English designed to promote students' moral development through study of moral conflicts in novels and scenarios. The unit is based on Kohlberg's moral development stage theory. Assignments, handouts, and a test are provided. (SJL)

The premise that "sports builds character" is scrutinized through a discussion of several contact sports--boxing, hockey, and football. The fine line between assertiveness and aggression is explored, and the interrelationship between society and sports is investigated. (JN)

Assesses children's ability to coordinate information in the context of perspective taking and moral judgment tasks and tests the assumption that both perspective taking and moral judgment involve a common decentering process. Subjects were first and third graders. (MP)

A list of resources to assist institutions with values education includes information on organizations and agencies, bibliographies and directories, journals, books, series, and monographs. (MSE)

The guidance of the youngster towards appropriate behavioral models is one of the greatest challenges and responsibilities of teachers and parents; children of school age need models yet are unable to discriminate fully among the potential models vying for attention. (CJ)

Among the 160 students studied, demographic, cognitive moral development level and college environment variables interacted in highly complex patterns to influence the student's choice of premarital sexual standard. This suggests that a general systems approach, rather than univariate analysis, is needed to fully study complex moral phenomena.…

Interdependent learning promotes cooperation and mutual attraction among children. This concept is extended into the realm of play and games. Studies show the social impact of well-designed cooperative games programs. Recommends that elementary school counselors teach children to tune in to their bodies and to learn how to relax. (Author/BEF)

Presented is an analysis of the back-to-basics movement and four areas of pedagogical concern that are fundamental to both basic education and environmental education: environmental science, inquiry, cognitive development, and bioethical development. (WB)