Society can ill afford generations of insecure, non-committed citizens, fearful of making responsible decisions. The author contends that while the counselor cannot claim teaching the decision making process as his exclusive domain, he can and should be its most influential mentor in the educational enterprise. (Author/BY)

The results indicate that a voluntary three hour exposure to erotic pictures, some of which have been defined as being legally obscene," does not lead to a change in a person's attitudes toward such materials or in attitudes toward their censorship. (Author)

Reports two studies whose purpose was to explore the relationship in middle childhood of the child's ability to take the role of another and his ability to make qualitatively higher-level moral judgments. (WY)

This article very briefly discusses varied interpretations placed on Biblical passages regarding sexuality. (CJ)

The first requirement for being humane is the recognition of humanity. (JH)

The professor emeritus of education, Teachers College, Columbia University, contributes the opinion that education should serve the purpose of society. (LN)

Summarizes the major criticisms that have appeared in the literature and argues that values clarification should not be used in the public schools or by such quasi-public agencies as Scouts, Planned Parenthood, and 4-H. (JOW)

Unless conjoined with certain desires, reason cannot move an agent to act. The article shows the conditions under which reasons for deciding on an action become reasons for action, explains the necessity of desire for possessing reasons, and explains a schema to analyze certain character traits pertinent to moral education. (SB)

Correctional educators must equip students to handle situations more acceptably by raising their moral levels as well as their cognitive levels. Use of Lawrence Kohlberg's theory of cognitive-moral development focuses on moral issues rather than moral values. (JOW)

Contends that values clarification is an inadequate mode of moral education. Presents values clarificationists' explanations of the approach; analyzes the asssumptions and implications of the values clarification program; and demonstrates the limitations of the approach for developing virtuous character. (WL)

This paper argues for moral education as a crucial component of lifelong education. The approach to moral education developed by the Association for Values Education and Research (AVER) is outlined, and it is suggested that this program (or something like it) should be central to all programs of lifelong education. (Author/SJL)