This book claims that morality is a two-way street, and adolescent students learn by watching teachers. It argues that schools should incorporate morality as a pivotal tool in education, noting that the American school is an exhausting, inefficient, and often dehumanizing place of work for teenagers and their elders. Students learn not just from…

Defining social cognition as our attempts to make sense of how people think, perceive, infer, feel, and react, this book examines both the classical issues and contemporary understanding of theory and research in social cognitive development. The initial chapters highlight one of the central, theoretical tensions in the field, which is whether the…

The nine original one-act plays in this collection are meant to be performed in the classroom or at any social gathering where an informal reading or enactment by a group can take place. The plays touch on a number of conflicts that people may encounter when seeking independence; looking for jobs; trying romance; relating to family members;…

The current status of the United States as an "immoral" society has a direct correlation to the lack of serious attention given to moral education in the classroom. Morality, and what constitutes morality education, is a topic of concern for parents as well as educators. Morality, as a term, incorporates the social, economic, and…

Neither public nor private agencies address the extensive religious involvement that children and youth receive in child care facilities and foster home placement situations. In a five-state mid-west study (N=252), this paper examines religious practices in foster homes. The study identifies a strong Christian-based affiliation of foster homes.…

Article discusses the role of humanities and humanism in education as it may be in future times and its current effect on philosophical imperative. (Author/RK)

To investigate whether Chicanos and Anglos show the same progression through Kohlberg's general levels of moral reasoning, 169 second through ninth graders--selected controlling for age, grade level, socioeconomic status, IQ, sex, and religion--were presented five video-taped moral dilemmas and were administered a derivation of the Defining Issues…

This essay considers Jean Jacques Rousseau's conception of history in "Emile" and its relationship to Rousseau's educational curriculum. History is, for Rousseau, at the heart of the curriculum and is one of the chief instruments for imparting knowledge of the world and encouraging moral behavior. (PP)

Teachers have a significant role in the moral development of their students. They can legitimately advocate the rightness or wrongness of certain actions, and they should act as role models in this regard. (CJ)

Social/political education programs need an epistemological underpinning of clearly articulated principles of social justice--e.g., Rawls' two principles. However, such principles require operationalisation. Habermas' extension of Kohlberg's theory of moral development would provide a viable theoretical framework for the development of a…

Lawrence Kohlberg's empirical research does not, in itself, justify the claim that his higher stages of moral development are more adequately moral than lower stages; consequently, using Kohlbergian interventions to promote student development through these stages is unjustified. Empirical research, while necessary for planning and executing…

To shed light on whether reason or attitudes, the intellect or the emotions, should be the primary focus of educational efforts, the writings of Jean Paul Sartre on human motivation are digested. Educators should foster the conscious and deliberate acceptance of the human condition of freedom. (PP)

A linear regression model was used to test the relationship between the knowledge of Kohlberg's theory and moral stage development. A multiple regression analysis was used to test the multivariate relationship between one dependent and five independent variables. Neither analysis demonstrated a statistically significant relationship. (Author/PN)

Contains 15 articles investigating and discussing issues generated by Piaget's theory of cognitive development. Discusses and examines questions related to object permanence, transitivity, conservation and the concept of necessity as these relate to children. Deals with the origins and causes of development, logical development, social and…

Compared the social cognitive styles of abused children with a control sample and found differences in perceived locus of control of social events and social role comprehensions. Similar trends emerged in perspective-taking skills and social sensitivity. Suggests these differences could not be attributed to IQ or class disparities. (Author)