Three studies examined preschoolers' judgments of moral and personal rules. Children were interviewed about punishment, the relative importance of various rule violations, and authority. Children reported that moral transgressions were more wrong than personal rule violations and that moral rule violators deserved greater punishment than did…

Offers an approach to teaching human sexuality that emphasizes the development and functioning of the moral imagination. (SR)

Describes the development of "The Work Ethic Game" that focuses on integrity in the workplace. Explains that the game is divided into three categories: legal, judgment, and policy issues. Discusses different personality types in the typical employee population. Includes possibilities for use at different education levels. (DK)

Proposes a revised form of praxis--practical reasoning--as the basis for understanding adult education practice. Argues that this focus considers the value-laden and communal bases of the reasons for the actions of adult educators. (SK)

Explores John Dewey's reconstruction of what he called "objectivism," considered by him as a compelling feature of Aristotle's thinking and discusses Aristotle's theory of conduct to determine whether or not his vision there is "limited to the existing world." Concludes that Aristotle's method, in matters of education, shares…

Argues that the field of moral psychology is theoretically skewed and lacks a comprehensive model of moral functioning and a compelling conception of moral excellence. Contends that common language understandings of moral maturity are inherently interesting because they affect everyday moral functioning. Concludes that disjunctions between…

As an epilog to a theme issue on morality in discourse, this article examines the various types of morality in dialog, focusing on premorality and proto-morality, sincere authenticity versus reflective ethics, and the moral voices of modernity. Concludes that morality is an intrinsic feature of any dialog, and it is a multidimensional,…

Proposes compassion as a new model for moral education, emphasizing empathy as a foundation for educating for compassion. Argues that socioaffective experiences, acquisition of social skills, and awakening moral awareness are resources that enable the development of empathy. Suggests emotional guidance and observation-based tasks as practical…

A collaborative research project examines limitations of and identifies opportunities for moral practices in the inner city. Discourse analysis and Maxcy's theory of critical pragmatism unite methods of data analysis with participants' relationships, needs, and values to expand the centers of moral discourse among urban educators. (MMU)

School boards cannot regulate teachers' off-duty behavior just because they see a connection between immorality and teaching effectiveness. Teachers should not be held to outdated societal standards. Exceptions include behaviors that create risk of harm or actually endanger children. Eliminating ineffective teaching is an important, but separate…

A literature review examined these questions: How do workers make judgments about fairness? Why are workers concerned with organizational justice? and What is organizational justice? The relationship between two paradigms--reaction to events and appraisal of social entities--formed the basis of an integrative model of organizational justice.…

Interviewed 3-, 5-, and 7-year olds about events in which a character commits potentially harmful or unfair acts based on moral beliefs or informational beliefs not shared by participants, or based on informational beliefs shared by participants. Found that children accounted for informational beliefs in their judgments, but that children…

Examines the distinctions and interrelations between necessary and contingent knowledge and relates these concepts to the distinction between scientific and empirical validity. Considers how these distinctions can be applied to an understanding of morality, arguing for a relational rather than absolutist approach to questions of necessity. (JPB)

Article argues that diversity and universality can coexist within the human community. It presents a list of universal moral values that have their validation from being frequently cited in print and with religious and secular organizations (i.e., United Nations), and discusses their implications for counseling. (Author/JDM)

Asserts that superintendents have several kinds of relationships, all involving some conflict, that require ethical and moral attention. Contends that superintendents should have the courage to risk ethical forgiveness in these relationships. Describes five characteristics of ethical forgiveness: Wholeness, inner balance and peace, release,…