Indicates basic ontological assumptions in the virtues-principles debate in moral philosophy, noting Aristotle's and Kant's fundamental ideas about morality and considering a hermeneutic synthesis of theories. The article discusses what acceptance of the synthesis might mean in the theory and practice of moral pedagogy, offering examples of…

Argues not only that critical and traditional social scientific theory have different moral stances but also that they take different approaches to generating knowledge claims. (SR)

Describes eight techniques that teachers can use to build good character in students, resulting in greater respect and responsible behavior. (HB)

The article investigates the moral dimensions of teacher knowledge, analyzing teachers' accounts of their work with and caring for students, examining research, and discussing three aspects of the moral dimensions of teacher knowledge: a sense of hope, attentiveness to particular students, and caring for difference among students. (SM)

Empiricists argue that social reality is independent of our interest in it; however, hermeneuticists hold that social reality is socially constructed and facts are not separate from values. Examines the implications of hermeneutics on the study and practice of educational leadership. (54 references) (MLF)

Describes a content analysis study that used Kohlberg's theory of moral development to determine the stage of moral development represented by protagonists in Young Adult Choices (i.e., lists of titles preferred by adolescent readers) fiction and the relationship to the level of moral reasoning of real-life young adults. (Contains 20 references.)…

Describes how the study of literature might be employed in the moral education of students regarding values. Shows how literature teachers might construct a syllabus and teach a course with moral objectives in mind. Outlines a model of human moral growth based on Lawrence Kohlberg's model. (HB)

Argues for the human value of scientific knowledge because the values that permeate scientific discourse (1) are loaded in turn with facts; (2) are not immune from critical revision; and (3) have changed in the past and continue to be subjected to revision. (Contains 34 references.) (Author/MDH)

Considers the moral dimension of educational leadership, based on the lived experiences of 11 women superintendents. Examines interviewees' perceived options in resolving moral dilemmas that defy adherence to policy. Most evident is superintendents' reliance on localized knowledge of particular people, capacity to imagine the other's situation,…

Presents a theoretical and empirical analysis of the experience of accepting another's forgiveness. Suggests, based on quantitative and qualitative data, that the effects of accepting forgiveness are usually positive. Explores these effects from psychological, social, and moral vantage points, and offers recommendations for moral education…

Criticizes the idolatry implicit in concepts of inclusion and empowerment in education and advocates the prophetic pragmatism of Cornel West (1989) as an alternative philosophical framework for education that responds to the same underlying moral purpose. Prophetic pragmatism offers a less-divisive plan for multicultural education than does the…

Kantian reasoning fails to address the needs of a mixed-gender peace-keeping force. A philosophy professor at the U.S. Naval Academy proposes a normative-ethics instructional model based on acceptance of duty and obedience (justice) and cultivation of reflective concern for individual choice and responsibility (caring). (24 references) (MLH)

Proposes an action program for moral education in the public schools that incorporates lessons learned from the Head Start movement. Recommends a four-component model of sensitivity, judgment, motivation, and character for this program. (SLD)

A descriptive survey method was used to explore moral reasoning among 43 nursing graduate students nearing the end of their master's and doctoral programs. As a group, these students possess the maturity to reason at principled stages, to provide care independently, and to develop research careers. (JOW)

In his February 1977 article in "Kappan," Alfie Kohn criticizes nearly everyone involved in character education, asserting that the values taught in American classrooms are based on the "ideological legs of behaviorism, conservatism, and religion." Kohn should partake of humility, a commonly taught virtue. Fair treatment for…