Sixty college students, representing three of Kohlberg's moral judgment stages, were exposed to a compliance situation. Self-awareness was experimentally increased in 30 subjects. Those in moral stages 3 and 4 complied significantly more than stage 5 subjects. Results are discussed in terms of a cognition-behavior relationship. (Author/SJL)

Middle school students (N=25) with exceptional educational needs were matched with regular students and assessed for their level of moral reasoning using the Objective Assessment of Moral Development. Results indicate exceptional students select types of reasoning typical of younger children, and become less like their peers with age. (RC)

Presents a literature unit for high school English designed to promote students' moral development through study of moral conflicts in novels and scenarios. The unit is based on Kohlberg's moral development stage theory. Assignments, handouts, and a test are provided. (SJL)

The premise that "sports builds character" is scrutinized through a discussion of several contact sports--boxing, hockey, and football. The fine line between assertiveness and aggression is explored, and the interrelationship between society and sports is investigated. (JN)

Assesses children's ability to coordinate information in the context of perspective taking and moral judgment tasks and tests the assumption that both perspective taking and moral judgment involve a common decentering process. Subjects were first and third graders. (MP)

A list of resources to assist institutions with values education includes information on organizations and agencies, bibliographies and directories, journals, books, series, and monographs. (MSE)

The guidance of the youngster towards appropriate behavioral models is one of the greatest challenges and responsibilities of teachers and parents; children of school age need models yet are unable to discriminate fully among the potential models vying for attention. (CJ)

Among the 160 students studied, demographic, cognitive moral development level and college environment variables interacted in highly complex patterns to influence the student's choice of premarital sexual standard. This suggests that a general systems approach, rather than univariate analysis, is needed to fully study complex moral phenomena.…

Interdependent learning promotes cooperation and mutual attraction among children. This concept is extended into the realm of play and games. Studies show the social impact of well-designed cooperative games programs. Recommends that elementary school counselors teach children to tune in to their bodies and to learn how to relax. (Author/BEF)

Presented is an analysis of the back-to-basics movement and four areas of pedagogical concern that are fundamental to both basic education and environmental education: environmental science, inquiry, cognitive development, and bioethical development. (WB)

The teacher's role is not one of a supplier of values. Rather it is that of facilitator and clarifier of the valuing process. Philosophical reasoning, disclosure of differences, and moral significance of those differences can be used to further understanding of a moral dilemma. (JN)

Reporting assumptions, procedures, findings, and implications re the second year of a two-year study of moral education involving 411 secondary students and 13 teachers, this article indicates hypotheses concerning treatment group differences in distinguishing factoral and value claims and moral development were not confirmed. (JC)

This article picks up the debate on the requirements of materials criticism and provides an extensive critique of the Philosophy for Children program, contributing both a description of the program material and a basis for further discussion and exchange on the issue of materials criticism. (Author/MLF)

Reviewing empirical and theoretical literature about sharing behavior, this article suggests practical methods for implementing instruction on moral behavior in the elementary school. Examples of instruction that are compatible with existing curriculum goals are presented and special attention is given to clarifying the role of the teacher.…

This paper argues that the emotions have a central place in moral education. Two types of emotions involved in moral judgment are defined: constitutive and regulative. Fear and guilt are used as paradigms to explain how emotions are learned. A model for education in conscientiousness, compassion, and benevolence is outlined. (Author/SJL)