Asserts that it is commonly thought that moral education in a pluralistic society must be thin; confined to a few shared values. Argues that citizenship in a plural democracy demands a cognitively substantial form of moral education. Maintains that both democratic participation and demands of toleration need a high level of moral understanding.…

Discusses ways that language shapes moral experience. Suggests that words provide the tools necessary for thinking, feeling, and acting and so are essential to psychological functioning. States that understanding how language mediates the functioning of the psyche is prerequisite to understanding how narrative expresses moral experience and…

Suggests that attempts to segregate social-conventional reasoning from the moral domain may represent an artificial division ignoring major philosophic and psychological traditions. Discusses the individual, social, and relational dimensions of morality and the cultural context of moral development. Calls for continuing narrative and…

Examines the impact of Jean Piaget's cognitive-developmental theories on educators' views of child socialization, which argued that moral development occurred late in childhood. Notes that recent research indicates that moral and emotional development occur much earlier and that teachers and parents can have a significant influence on young…

The problem of poor school achievement is in part because students lack work and discipline values. The article suggests moral and ethical teachings inspire students to be better scholars and people; and teacher education must prepare teachers to be moral educators by reintroducing moral education into the curriculum. (SM)

Reviews the following books: "Child Care in Context" (Lamb et al., Eds.); "Making Friends in School: Promoting Relationships in Early Childhood" (Ramsay); "The Epigenesis of Mind: Essays on Biology and Cognition" (Carey and Gelman, Eds.); "Moral Maturity: Measuring the Development of Sociomoral Reflection"…

Describes St. Elizabeth School's (Dallas, Texas) adoption of Stanford University's HumBio curriculum, a human biology program for middle school students, which combines scientific inquiry with basic health information and moral decision-making skills. Highlights the program's emphasis on flexibility and teacher creativity. (MAB)

Students' written responses to open-ended moral questions were studied by having 61 eighth graders, 73 eleventh graders, and 52 college sophomores respond to hypothetical dilemmas and describe their own moral reasoning. Mature moral reasoning is associated with noncontextual, nonemotional reasoning. Feminine moral concerns are important to all…

This review examines education's moral mission (self-governance and community building) and the teaching profession (teacher as moral examplar and accountability). Teaching encompasses more than ethics in academic subjects; teachers must help students develop capacities of self-direction and recognize the importance of working for the common good.…

Describes the imparting of values as a multidimensional model with three dimensions: (1) mode; (2) intent; and (3) preparation. Emphasizes that this model focuses on the teacher. Provides suggestions and classroom behavior examples to illustrate the model and its implementation. (CFR)

Presents an excerpt from the author's address to Schoolcraft College (Michigan). Speaks about the importance of guiding students and ourselves to examine ethical choices. Asserts that personal core values--such as truth, fairness, love, responsibility, and respect for diversity--should be nurtured and that they help determine whether a legally…

Examined spontaneous daily family interactions in Taiwan for events of children's shame. Found that shame events occur in multiple episodes of the child's transgression and, in half the cases, some authority was evoked to judge the child's behavior but family members were always present and ready to share the child's transgression and shame.…

Compares the effectiveness of three classes teaching ethical reasoning to high school students. The three classes were an introductory ethics class, a blended economics-ethics class, and a role-model ethics class taught by graduate students. Tests measured the ways students reason, feel, and act with regard to ethical-normative issues. (MJP)

Recommends the application of cognitive-developmental theory with young offenders. The theory claims that moral reasoning can be developed through discussion with others. Summarizes a study where 40 young offenders participated in moral-dilemma discussions with another subject that differed in level of moral reasoning and peer status. (MJP)

Describes a study that identified parenting practices related to the psychosocial development of children and evaluated the effectiveness of the Catholic elementary school to prepare parents to apply such practices. Concludes that schools must increase efforts to provide a comprehensive program of formative parenting that assists parents in…