Author attempted to spell out the consequences of certain directions in contemporary ethical theory for the teaching of values--moral or otherwise--and to indicate a course of pedagogical action consistent with these consequences. (Author/RK)

Kohlberg's moral development theories and research are criticized. (DE)

It is suggested that sexual involvement is a moral issue reflecting decisions about the quality of interpersonal relationships desired by the partners. A cognitive developmental model for understanding interpersonal relationships is proposed and three levels of relationship reasoning are described. (Author)

Henry David Thoreau's stand on civil disobedience is traced, specifically his change of position from 1848 to 1860, and takes issue with the classical statement of Thoreau on the subject, namely, his "Resistance to Civil Government." (RK)

Examines secretarial loyalty in the face of an employer's legal or moral wrongdoing and the need for the secretarial studies education program to address this issue. (TA)

Presents a clarification of morality, ethics, and moral development, as well as a definition of justice. Also examines a theological perspective of moral development and the implications of this perspective for the education of young students. Includes examples of classroom situations where the concept of "justice-plus" can be developed as a moral…

Deals primarily with the currently popular notion of "moral education". Points out some of the theoretical problems that must be resolved before adding the prefix "moral" to education as well as the practical difficulties that will be encountered in teaching this confused "subject" in the public schools in a multi-cultural society. (Editor/RK)

Clarifying values through physical education is one way to make classrooms and gymnasiums more relevant to a world of change, confusion, and conflict. (JD)

This study investigated the effect of manipulating social factors by role playing instructions in a moral judgment task administered to children aged 7-10 years. (GO)

Moral education is seen as being concerned with three concepts (good/bad, praise/blame, right/wrong) from which Kohlberg's stages of moral development addresses only the second. (MJB)

Discussion of the debate in the information science profession over whether a code of ethics would be useful presents sample issues and places them in historical and philosophical frameworks for considering the tension between knowledge and power. Practical guidelines are offered to help information professionals act out of wisdom. (Author/EM)

Discussions of disability should be within a clearly-defined moral framework if the disabled person's rights are to be translated into society's duty to the disabled. An ethical system based on modern versions of utilitarianism is suggested as a moral framework, supplemented by prescriptions based on social justice and respect. (Author/CB)

Examines two positions on schools giving value training to adolescents: teaching moral reasoning and teaching traditional values. Attempts to establish a significant common ground between the two positions. Encourages educators to incorporate elements of both positions in the moral education process. (Author/NB)

It is argued that liberalism is rejectable by reasonable people and that inculcating liberal beliefs in the minds of children is, therefore, inconsistent with liberalism. In particular, R. M. Hare's defense of teaching liberal morality as being consistent with liberal morality itself is attacked. (Author/RM)

Callan (Journal of Moral Education, Jan. 1985) argued that liberalism is rejectable by reasonable people and that inculcating liberal beliefs in children's minds is, therefore, inconsistent with liberalism. In this reply, the author argues that making distinctions between different senses of "reasonable" and "liberalism"…