Highlights the role of the moral dimension in educational inquiry, exploring the issue of whether or not the moral dimension of teaching is reflected in the research literature. Suggests a conception in which the moral perspective is emphasized according to the purpose it has in the investigation, making it possible to speak of educational…

Children's moral judgments, attributions of emotion, and their associations were examined in hypothetical, prototypical situations and situations of provocation and peer retaliation. Children judged prototypical and provoked moral transgressions (hitting and teasing). Hypothetical moral transgressions were judged to be more serious and deserving…

Discusses adolescent cheating at school, highlighting how parents can help them resist the temptation to cheat by: asking what stopped them from listening to the part of themselves that knew it was wrong to cheat and what it felt like to ignore that message; listening while they talk it over; determining the appropriate consequences; and modeling…

Reviews the book, "Bringing in a New Era in Character Education," a collection of essays by prominent social critics and social scientists. Suggests that the book shows that the character education movement is a reaction to the moral vacuum created by the transformations of the middle and late 20th century. Notes that most of the essays…

Discusses whether virtue can be taught in college, asserting that virtue is relative and tradition bound. Difficulties in answering this question include lack of adequate definitions of terms, overwhelming influence of Christian and Western approaches, the "unvirtue" experienced by many learners, and students' innate resistance to the…

Asserts that university students are at precisely the right age to gain greater power over their lives, describing a vacuous college life and discussing the potential that a good university education offers. Examines possibilities and promise in students' lives, suggesting that the principal task in fostering virtue is to evoke love in students…

Examines relations between specific types of moral reasoning (i.e., imminent, probable, physical, and psychological) and teacher-reported overt aggression in 203 first and second graders. Regression analyses indicated that psychological reasoning explained a significant amount of the variance in overt aggression. (Contains 55 references and 3…

Offers suggestions for risk assessment of suicidal religious person. Asserts that religion may either inhibit or facilitate suicide and the examination of role of religion or spirituality in the lifestyle of the suicidal person is an important factor in risk assessment. Provides specific questions for the risk assessment interview to determine the…

Discusses the three elements of Kohlberg's work which contributed to the opening of a new level of dialogue between philosophers and psychologists. (Author/BB)

Suggests that the United States Constitution contains nearly universal concepts but also ambiguities which trigger conflicts. Describes the evolution of the document through its framing and through controversy surrounding the Alien and Sedition Acts, state nullification of federal action, and secession. Concludes that the Constitution provides a…

The nature of skill, distinguished from habit, is sketched. Moral skill is defined as the skill, born of genetically rooted talent, which masterminds subsidiary skills into moral action (action conforming to certain moral principles). Training this skill is possible, but results will be uneven because talent varies. (IAH)

Studies exploring the relationship between religious values and assertiveness are reviewed. Ideological obstacles in assertion training with religious clients are considered, and appropriate therapeutic strategies suggested. Emphasizes importance of presenting rationale for treatment and understanding client's value system. (Author/TE)

Discusses the cognitive aspect of moral judgment. Considers the reductionist position that a judgment must conform to the canons of deductive logic to have epistemological value. Argues that moral thinking follows a different logic, requires other kinds of knowing, and demands a different type of rationality. (DMM)

Argues that the moral quality of rhetorical forms interpenetrates a social order. Explores these new notions of criticism and morality in an example, traces the grounds for the perspective in contemporary American rhetorical studies, discusses imperatives for the implied critical program, and considers the character of the involved rhetorical…

Two articles interchange views about the appropriate values for public schools to teach, focusing on contrasting philosophies emphasizing autonomy, liberalism, and libertarianism. (CB)