The nature of moral problems as formulated by gifted adolescents was examined. Stories written by students in grades 9-12 were analyzed in terms of the age and sex of characters, social relationships between characters, issues in the moral problems, and solutions to the problems. (Author/AM)

Alleges misinterpretation by the media of school book selection policies. Criticizes the findings of the nationwide survey on censorship sponsored by the Association for Supervision and Curriculum Development, the Association of American Publishers, and the American Library Association. Details controversies in Montgomery County, MD, Merrimack,…

Responds to the challenge of textbook censors that content is critical to the process of value formation by presenting other determinants: the theme of the text, the values of the reader as related to that theme, and the teaching strategies implemented. (AEA)

Having served on both sides of the negotiating table, the author condemns the destructiveness of the adversary system and appeals for new forms of communication to replace collective bargaining in education. (Author)

Postgraduate medical education is flawed because medical education itself is flawed. The basic premises and tools for medical education and practice must be changed in order to unite the best current thinking and everyday actions for the benefit of the patient. (SK)

While acknowledging that value judgments are unavoidable in teaching, argues that teachers should pursue an ideal of objectivity as part of their general commitment to rationality. Contends that values may legitimately enter into instruction in terms of methodological norms, but that substantive value judgments should be limited. (WL)

Discusses the difference between sentimentality and compassion and provides various literary excerpts, drawings, photographs, and a list of additional resources that can be used in the classroom to develop compassion among students. (GC)

Contrary to the claim of Lawrence Kohlberg that moral virtues are arbitrary standards of character, it is argued that the moral virtues and judgement are indispensible to one another and to the development of moral character. The case is made by a careful analysis of the concepts "habit and virtue." (Author/SJL)

Presents excerpts from 13 interviews with Bertrand Russell conducted for British television in 1959. The discussion covers the nature and purpose of philosophy, religion, war and pacifism, communism and capitalism, ethics and morality, personal and economic power, happiness, nationalism, individualism, fanaticism, and tolerance. (AM)

Scriven advocates a philosophical shift from the pseudoscientific doctrine of the traditional social sciences. He substitutes a key evaluation checklist--encompassing needs assessment, comparative value, and assessment of overall value; and suggests that evaluators use this checklist. Theoretically, the grounding of evaluation in judging and…

Arguments are presented in support of values clarification as a viable teaching strategy to counter nine objections to this technique written in a 1980 article by Richard A. Baer, Jr. Arguments focus on values neutrality, religion, definitions, psychotherapy, freedom, subjectivity, privacy, research, and biases. (DC)

Maintaining and clarifying objections to values clarification originally reported in 1980, responses are given to comments about these objections discussed by Clifford E. Knapp in another article in this journal. (DC)

Considers the ethical framework for personal opinions and public policies dealing with immigration and alien residents in the U.S. The author outlines 13 issues to be resolved as a guide to readers searching for a philosophical response to the problem. (AM)

The author questions the "why" of morality and argues that the status of moral rules as ultimate values necessarily puts them outside the scope of rational, nonindoctrinating teaching. A start is made on elaborating a justifiable basic value frame from de facto needs and wants. (Author/SJL)

Discusses an experiment in moral education at the Cluster School, Cambridge (Massachusetts). Concludes that for those aiming for the application of moral reasoning to the life of the school, the just community approach may prove most promising. (Author/WD)