Suggests that teachers of middle and secondary students use the legal and ethical questions that have evolved around commercial advertising as a springboard to introduce students to the importance of ethical decision making in general. Discusses law versus ethics; why ethics is practically important; and ethical truthfulness. (SR)

Examines the process of leadership, historically and contextually, developing the thesis that to legitimize leadership, a moral base is essential. The literature identifies three competing political cultures ( hierarchical, individualistic, or egalitarian views). Each heightens assimilation or expands differences among those being served.…

Explores what morally reflective educational practice might look like, focusing on education as a relational human activity that has a moral dimension. Discusses: (1) instructional goals (development of character, cognitive skills, and disciplinary skills, and reintegration of knowledge); (2) pedagogy (for example, the hidden curriculum in…

Explores the nature of praxis and its impact on scholars' status in community and university. Recommends that researchers endorse standards consistent with enlightenment and modernist goals and engage in democratically transformative activism in conjunction with their scholarly careers. (Contains 103 references.) (Author/SLD)

Argues that it is not enough for children to distinguish right from wrong, they must develop a commitment to acting on their ideals. Examines the six stages of moral development. (CCM)

Considers how teachers can create discussions through their literacy curricula that will develop children's understandings of moral elements--responsibility, friendship, fairness, empathy, or hope. Discusses children responding to stories read aloud, teachers restructuring classroom dialogue, and reinforcing literacy and morality. (SG)

Examines the complex relationships among authority, power, and morality in classroom discourse, illustrating this concept by analyzing an extract from a third-grade writer's chair activity, focusing on two dilemmas of authority the teacher faced in this activity. The paper suggests that these dilemmas can best be conceptualized in terms of…

Suggests five questions to initiate critical reflection, followed by five steps to guide the development of a personal philosophy of sport. The five questions (upon which the five steps are based) include examining the basis for one's values, what one values in sport, and what values are exhibited by others in the sport. Sample ethical dilemmas…

The paper reviews the assembly of the Country Code and its wider project circulated to reify a particular construction of countryside citizenship. The Code can be read as an attempt to pursue a particular moral project and an effort to influence behaviour through the design of a particular regime of conduct. Numerous alterations, most recently in…

This document is a revision of the original "Ten Principles," that were published in 1997, along with work on modified honor codes. Modified honor codes have encouraged students to take the lead in setting higher ethical standards for their peers.

The Hungarian transition of 1989-1990 had economic, political and cultural dimensions. The cultural dimension may be defined as (a) a temporary loss of norms and controls, and (b) as an emphatic experience of the "kairos". As an outcome of this unusual experience, new political forces stepped into the educational policy arena, and they…

In this article, I develop the idea that the starting point of moral education is formed by the affective commitments individuals make in the course of growing up. The task of education is to enable children to critically consider and revise these commitments, as part of the development of a reflective personal identity. Ethical concepts like…

This article discusses the notion of a divinely informed, socially constructed morality against the backdrop of the incarnation of Christ. The idea is developed within a discussion of various conceptual variants of morality, and concludes with an elaboration of its relevance to Christian education.

The beliefs both that sentimental education is a vital part of moral education and that habituation is a vital part of sentimental education can be counted as being at the hard core of the Aristotelian tradition of moral thought and action. On the basis of an explanation of the defining characteristics of Aristotelian habituation, this paper…

In this short essay I respond to Kevin Gary's generous review of my book "Reclaiming Goodness" by considering his two main concerns, that I tend to conflate spirituality and morality and that I am not sufficiently sensitive to tensions between spirituality and critical thinking. I respond by noting that Gary has not taken adequate account of the…