In this guide for parents the process of children's growth is emphasized in discussions of values, permissiveness, independence, honesty, judgements, self-image, and discipline. Chapter titles are: (1) Anxiety About Child Rearing, (2) Valuing, (3) A Process Orientation, (4) The Value of Mistakes, (5) A Way of Looking at Things, (6) Reopening…

This study of the cognitive-developmental approach to primary grade value education emphasizes the involvement of the reasoning process in solving moral dilemmas. This approach is in contrast to those which focus on clarifying values and developing an awareness of other cultures' values. Educational intervention in the cognitive-developmental…

To assist teachers, teacher educators, and researchers to plan instructional objectives in values education, a model is presented that synthesizes the values clarification and cognitive moral development approaches. An explanation is provided of the process and verbal approaches to values clarification, as well as a detailed explication of…

Edited proceedings of the 1968 Denver Conference of Indian Elders (a joint project sponsored by the Myrin Institute with the coorperation of Arrow Incorporated and the Bureau of Indian Affairs) are presented in book form for purposes of exploring the extent to which American Indian philosophy/religion can be utilized to help solve the complex…

This guide is a multiple purpose instructional tool for use in kindergarten through college. For students, it is designed to stimulate learning about the nature of values, helping pupils develop toward moral maturity through experiences inherent to education. For staff, the guide explores ways to promote the development of values in young people,…

Describes a study designed to increase and improve participation in class discussions among urban low-income fifth and sixth graders. Comparisons are made between small group discussions of moral issues led by teachers, by trained students, and by untrained students. (CW)

Questions appropriateness of controversial issues such as birth control, euthanasia, moral and religious questions, values, and venereal disease in social studies curricula at the junior high and high school levels. (DB)

Stresses the need to add moral and spiritual dimensions to global education in order to counterbalance the current accent on material and intellectual achievement. Examines the role of the United Nations in educational development around the world--specifically in teaching about global problems, interdependency, alternative futures, and…

Moral dilemmas are not confined to adults. They are also part and parcel of children's lives. The deputy director of the Schools Council Moral Education Project outlines the basis of the team's thinking and describes some of the materials being developed to help children make more considerate decisions. (Editor/RK)

The goals of intercultural education inherently involve values: development of a conceptual framework of how peoples interact, developing an in-depth knowledge of at least one other culture and language, and developing an educated imagination. (MSE)

Addresses the critical issue of moral and ethical value development in the context of regulating student behavior on college campuses. Describes an ecosystem planning model which can serve as a basis for implementing an effective system of behavioral expectations at colleges. Outlines and discusses the seven steps of this model. (Author/NB)

Found peer-counseling training for Black students in a predominantly White university to be significant in furthering psychological growth. There was movement in the areas of moral reasoning and ego development as measured by the Defining Issues Test and the Sentence Completion Test. Advocates providing programs aimed at improving psychological…

Discusses how reverence toward life should become a major organizing concept for social studies instruction. Provides 16 curricular examples that can increase student awareness of reverence and lack of reverence toward life. Contends our primary aim should be to help students investigate these situations and facilitate self-evaluation and action…

The article asks the following questions about self-identity: (1) how do people derive a unitary sense of self out of membership in many social categories; (2) do people respond differently when the social as opposed to the personal aspects of their identity are evoked; and (3) how do people respond to collective injustice? (PS)

Reviews current theories of humor development, discusses the interaction of humor with other developmental areas (including cognitive development, personality development, creativity, and moral development), and suggests ways in which research can be applied in the early childhood classroom. (Author/DST)