The moral reasoning of Israeli Jewish, Israeli Bedouin, and Palestinian school children (N=93) who had been exposed to varying degrees of political violence and socioeconomic advantage was evaluated. Mutual solutions to moral dilemmas were given more frequently by Israeli Jewish children than Israeli Bedouin or Palestinian children as questions…

Contrasts separate and connected knowing as a way to understand transformations that higher education must undertake to integrate ethics into both theoretical and applied curricula. Explores education that promotes an ethic of caring; community service learning; theoretical components of ethics education; ethics education in practice; and ethics,…

Develops a general framework and matrix for assessing ethical behavior from a campus perspective and illustrates how visual anthropology can be used to implement the matrix. Claims that indices, such as photographs on bulletin boards, architecture, graffiti, and other environmental elements, can portray a campus's ethical climate. (RJM)

Uses data from studies comparing Western and Non-Western societies to support the argument that study of intracultural diversity in concepts of rights and duties will contribute to the study of diversity between cultures. Notes that individuals participate in multifaceted social experiences, developing distinct goals, interests, and perspectives;…

Book IV of Plato's "Republic" offers an argument for the value of morality in its own right, and as such stands at the head of an important strand of western moral tradition. This classic text is pertinent for today's students as it was in the past. (SLD)

Assesses currently popular rationales for technology education. Expresses the conviction that technology education should develop not only skills and knowledge, but also moral perspective and social wisdom. Suggests that technology is closer to art than to science and math as a way of knowing. (SK)

Notes the resurgence of interest in character education in American schools, and summarizes the history of character education in American culture. Explores Montessori's views on character education, and character education as presented in the Montessori classroom. Lists 11 criteria teachers can use to enhance character education in the 21st…

Examines the idea that the development of moral ability shares similarities with Lev Vygotsky's theory of concept formation. Argues that understanding moral ability as a present-centered aptitude for creating meaning is significant for educators. Concludes it is useful for understanding the learning process to think and act in the present. (CAJ)

Argues the main deficiency of the Lawrence Kohlberg theory is that it has never lived up to the claim of being a structural developmental theory. Explains that the theory has never shown specific problems at each stage. Ends with a discussion of a new stairway for Kohlbergian theory. (CAJ)

Discusses the Defining Issues Test as an invaluable tool for research and practice in moral education. Explains that because such instruments are based upon previous developmental research, they are unsuitable for research on moral development. Argues that these measures stand in the way of generating new knowledge. (CAJ)

Argues that reading literature is one of the best ways to cultivate the moral imagination. Draws on sources from cognitive science, philosophy, literature, and education. Argues that a cultivated moral imagination will have greater ability to make sound moral judgements. Infers this can be applied to educational pursuits as well. (CAJ)

Compared the moral judgment of violence, portrayed in story cards, by 20 physically abused and 20 non-maltreated 8- to 13-year-old boys. Findings showed no significant differences between the two groups. Main effects of the offender's motive and the action's consequences were found, but there were no effects for the kind of violence (physical or…

Argues that moral and values clarification education encourages narcissism in youths through a focus on individualism and the personal. Finds similar tendencies in adolescent literature. Describes a moral education program designed to counter narcissism through a focus on cooperative relationships. Provides instructional techniques to counter…

A narrative approach to moral development sees a role for language in moral experience and regards the self as dialogic, or relational, as opposed to the epistemic self of the cognitive-developmental approach. This article reviews empirical foundations of the narrative approach, explores the dialogic conception of the self, and considers…

Argues that pupils in the second language classroom should be encouraged to respond to questions for personal information truthfully and that certain aspects of existing teaching practice encouraging the opposite should be scrutinized. Focuses on the objections to this premise and outlines reasons for seeking truthful student responses. (CK)