Seventeen college undergraduates, possessing either basic or consolidated formal operations, received eight weeks of interpersonal skills training and pre- and posttraining assessments of social perspective taking and moral reasoning. Gains in moral reasoning were related to subjects' possessing prerequisite cognitive and perspective-taking…

Methods of using values clarification techniques to meet the affective needs of students with emotional disabilities are discussed. The theoretical background and benefits of values clarification are briefly reviewed, and suggestions are offered for implementing such a program at three levels of student skill in the valuing process. (DB)

Contends that middle- and upper-income youth may indirectly be the beneficiaries of social systems that are based on policies of injustice for the sake of profit or power. Suggests using an approach that helps such young people see that the establishment of social justice is beneficial to them as well as to the victims of injustice. (CFR)

Advocates teaching social skills and nurturing moral development to guide children toward positive social behavior and moral understanding. Recommends applying the same patience to teaching the social process as is applied to the teaching of the writing process. Argues against isolating children through the overuse of punishment. (SM)

Reports on a study of 24 Australian secondary teachers before and after an inservice program on the whole-school approach to discipline. Finds that higher principled teachers provided more perspective and guidance than those in the low moral judgment group. Recommends more joint decision making by teachers in developing a school's discipline…

Asserts that much of moral philosophy is an exercise in constructing theories for an ideal world. Contends that human beings are the basic subject of morality, not moral principles or theories. Maintains that consistent effort and trust building can bridge the gap across socioeconomic categories. (CFR)

An Australian study compared the value systems of business students from primarily Western and Asian backgrounds. Their diverse conceptions of integrity, honesty, fairness, and other values should be considered in teaching business ethics. (SK)

Identifies four foundational components of children's moral development and four central aspects of moral functioning. Examines the parenting roots of each of these psychological characteristics and discusses five core parenting processes that are related to them. Considers the implications for teaching parents to influence positively children's…

Discusses how the author remembers Lawrence Kohlberg and how she came into a long-term conversation with him that influenced the course of her research. Emphasizes the impact that bringing women into studies of child development and psychology had on these fields. (DSK)

Explores how to cultivate morality and character in students without indoctrinating them and manipulating them into expressing particular moral beliefs. Asserts that critical thinking must be at the heart of college curricula; proficiency in the art of teaching critically--encouraging students to question, think for themselves, and develop…

Challenges Montessori educators to assess how effectively a Montessori education achieves its spiritual goals in the formation of character. Maintains that the prepared environment may not be enough, given the assault of commercialism on the growing minds of children, especially in the form of advertising. (Author)

Suggests that when teaching religion in schools, teachers should use a narrative approach that is rooted in the grand narrative of Scripture. Investigates the practical implications of teaching through the narrative approach and cites specific literature. Gives teachers a list of questions to assist them when choosing literature for religious…

Addresses the importance of integrating the intellectual and moral education of gifted students. A framework synthesized from the works of Dewey and Guilford explicates basic structural components of the intellectual and moral dimensions of development. Suggestions for facilitating complex learning through complex teaching and the complex…

Discusses problem-based learning (PBL) and its effects on the development of sociomorality, based on a case study of first graders in a Korean elementary school. Discusses constructivism and the four principles of PBL environments, including experiential learning, collaborative learning, authentic learning, and the role of the teacher. (Contains…

Examined the long-term consequences of mother-child mutually responsive orientation for the development of conscience at early school age. Found that mutually responsive orientation at toddler and preschool ages predicted children's conscience, even after controlling for developmental continuity of conscience. Toddler mutually responsive…