While findings indicate that public relations practitioners as a whole appear to have moderate to high levels of conventional morality, the older group (ages 36-66) clearly appears to have stronger moral values than the younger group (ages 22-35). (PD)

This study compared the brain wave activity (EEG) of people who responded to the question "Why be moral?" with answers indicating a belief in the wholeness of man and nature with respondents who did not show a cosmic orientation. Results showed differences in EEG scores between groups. (Author/IS)

Always the teacher himself, Theodore Roosevelt quite naturally turned his attention to the subject of education for women. What kind of education? he was to ask; and for whom? For what purpose? His answers to those questions illuminated the centrality of the Woman Question early in the 20th century, and exposed also a particular definition of…

Examines the relevance to moral education of the teaching of science, making use of some of the conclusions argued for in a previous article (AA 523 283). (Author/RK)

The response that this generation and the next generation gives to that most basic question of all, "What is man?," was the focus of this article. It attempted to make us aware of and informed of the topic. (Author/RK)

Author challenged Lawrence Kohlberg's theory of moral development with its conjoint moral standards. One's knowledge of the principle of moral justice, he said, does not offer him directives for dealing with specific moral conflicts. (Editor/RK)

Addresses four questions: How do we define "gifted"? What are the human capacities of gifted children that we should help to develop? What is the responsibility of the gifted to society? How can we best help these children both to develop their human capacities and to fulfill their social responsibility? (Author/IRT)

Presented is a discussion of the tendency of modern science to repress innovation principally through a complete lack of support or rejection of nonconforming scientists. (SL)

An alternative to character education is care ethics. The ethics of care can be seen as fundamentally relational, not individual-agent-based in the way of virtue ethics, and the ethics of care is more indirect than character education. After an introductory chapter that outlines the similarities and differences between character education and care…

Recent development and dissemination of ethical standards for AHRD help focus attention on the ethical and moral foundations of the field. Attention to explicit standards, however, reflects an enduring commitment to an overarching ethic of rationality that denies or minimizes the dynamics, complexities, and depths of the human and organizational…

The relationship of scores on a measure of moral reasoning to the perceived relative importance of statements of value that M. Rokeach (1973) conceptualized as being instrumental (states of being) or terminal (end states of existence) was studied with 66 undergraduate students. The pattern of relationships between the scores and the relative…

All the essays in this collection explicitly or implicitly discuss the ethics of leadership. Paul Johnson's "Plato's Republic as Leadership Text" is an essay on Plato and Nietzsche that considers two fundamental issues: the use of force and persuasion and the tension between the actions that lead to a position of leadership and the actions after…

This study attempts to demonstrate a correlation between college students' moral stage level and their recognition of formal-pragmatic presuppositions of communicative action. Jurgen Habermas has posited the existence of formal-pragmatic presuppositions that are assumed in every act of communicative behavior. Lawrence Kohlberg has posited…

Article discussed the moral import of Jean Renoir's films and their emergence from his conception of characters and his use of cinematic form. (Author/RK)