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)

Some of the major changes and trends in ethical philosophy and ethics teaching are illustrated through an analysis of ethics primers. Changes in the field of ethics and in the development of moral awareness are reflected in the development of ethics primers. (JN)

Argues for a view of adolescence as deriving from the nature of the interaction of adolescent thought and action in a social setting. Suggests the necessity for rethinking current definitions of adult as well as adolescent development and calls for a change in ways both groups are educated. (RC)

A total of 59 studies were reviewed, 33 focusing on values clarification and 26 on moral development. The research on values clarification indicated that little or no confidence is warranted regarding its potential curricular effectiveness. However, the research base for the moral development approach indicated that cautious optimism is…

This article presents a discussion of the political socialization literature and findings from two English studies on the child's developing concept of leadership. Findings challenge the concept of democracy in school systems where all authority relations are based upon "constraint." (Author/SJL)

In describing the just community approach to moral education developed at Cluster alternative high school, the author focuses on the setting of collective norms and relationships between these norms and Kohlberg's moral development stages. He finds this approach to moral education to be more comprehensive than the moral discussion approach. (SJL)

Describes a 1920s study by Hartshorne and May, the "Character Education Inquiry," and summarizes its three-volume report, "Studies in the Nature of Character," about students' moral development and ethical instruction. Emphasizes findings that discussing hypothetical dilemmas and supplying moral knowledge are less effective…

The boredom of law students in their second and third years raises questions about the meaningfulness and appropriateness of traditional courses and the place of clinical and interdisciplinary courses in the curriculum. Seven curriculum priorities were identified, among them: legal history, social sciences, economics, international law, and…

Examined effects of cooperation on role taking and moral reasoning in 120 fifth-grade students. Classrooms using cooperative peer-initiated group learning were compared with other innovative and more traditional teacher-centered methods. Role taking was found to be enhanced by cooperative interdependence, but moral reasoning level was not…

Examined is the issue concerning teaching bioethics. Differing points of view are discussed. The author concludes that moral and ethical reasoning should be incorporated into the public school curriculum, using morally laden issues that have grown out of advances in biological knowledge and biomedical technology. (CS)

Durkheim's theory of education encompasses three components: (1) autonomy, (2) identification with a group, and (3) discipline. Since identification with a group is crucial, the exceptional child should be mainstreamed or integrated into the school and social situation so that s/he can become a part of society. (JN)

Having students read, view, or create imaginative works will not impart to them moral didactic or morally important knowledge, but such practices can contribute to moral education by extending children's visions of moral possibilities and perhaps by increasing their skills in understanding people. (SJL)

"Thinking without assent" is seen as a moral pathology within our pluralistic society. Dealing with it should be higher education's agenda. Citizens in academe can provide new convictional possibilities for a pluralistic society. (MLW)

Fourteen moral judgment intervention studies are reviewed and evaluated to address two questions: "Is it possible to stimulate moral judgment development in an educational setting?" and "Does the Defining Issues Test index such moral judgment changes?" These studies affirm the second question. Half of them produced significant…

The author outlines Kohlberg's stage theory of moral development and points out some of its questionable consequences for education. He discusses discrepancies found to date in the empirical evidence. Finally he proposes a new interpretation of Kohlberg's model and suggests some of its educational consequences for home and school. (Author/SJL)