A teacher integrates character education into content lessons by lacing a "character cocktail" with community, manners, and ethical decision-making. (MLF)

Describes similarities and differences between science and law in terms of truth, validity of facts, objectives, and research designs. Discusses ethical issues in teaching science and law and presents two case studies, Nazi hypothermia research and phosgene. (KHR)

Formulates a systematic and integrated account of religion's constructive influence in the lives of U.S. youth, suggesting nine key factors (moral directives, spiritual experiences, role models, community and leadership skills, coping skills, cultural capital, social capital, network closure, and extra-community links) that cluster around three…

Discusses why it is intellectually, morally, and politically important to teach college students about thinking that is exploratory and suggestive. Considers what is involved in teaching such a course, and how to evaluate the thinking that is developed. (SLD)

Asserts that with heroes, people confront crisis and terror; experiencing the extraordinary and expanding their notion of what it means to be human. Once central in schooling, the study of heroes helped students find the good to be imitated and the evil to be avoided. Suggests that while the notion of heroes has changed since then, the need for…

Argues that Francis Ryan's article, "Unmasking the Face of Narcissism: A Prerequisite for Moral Education," holds a mistaken view of morality and moral reasoning. Suggests that moral principles have not necessarily been based on self-denial and self-discipline. Argues that the literature on moral education discussed in the article is…

Reflects on the ways in which children develop character as well as ways to foster moral development in elementary education communities. Includes a brief discussion of Robert Coles' documentation of moral intelligence in children, and lists several ways to aid the moral life of children in Montessori classrooms. (EV)

Addresses moral conversations with and among young children, focusing on virtues, such as courage, kindness, compassion, generosity, and integrity. Uses children's conversations about their experiences and children's literature to illustrate children's need for multiple opportunities to apply moral concepts. Discusses the use of moral…

Student affairs leaders describe why ethical considerations are so critical for making tough decisions and resolving complex problems in everyday work. (Author)

Discusses whether virtue can be taught, presenting the intellectual history of virtue and speaking to the relevance of the four cardinal virtues to a university student's life. Asserts that perhaps virtue cannot be taught, but it is something that students learn or fail to learn. Suggests that professors are responsible for providing the right…

Responds to the assumption that it is too late to teach virtue in college, noting that Aristotle considered intellectual virtue essential to the cultivation of excellence. Asserts that university education ought to embrace the cultivation of intellectual virtue in students, proposing that by helping students see the pursuit of knowledge as a…

Discusses education in virtue, inviting college professors to see themselves not as "meddlers" in students' private lives but rather as interlocutors who prompt students to examine their desires--not simply what they hope to gain, but who they hope to become as a result of their university education. Focuses on the philosophies of Plato,…

Reviews Kohlberg's and Gilligan's models of interpersonal moral development and identifies theoretical concepts relevant to understanding the development of environmental values. Outlines Gilligan's narrative approach, in which participants recount moral conflict and decision making. Examines this approach's advantages as an environmental…

Sex education has not only failed to significantly reduce irresponsible sexual behavior among teenagers, it has also been blamed for promoting such behavior. Effective sex education for teenagers should be value based, address the issue of self-esteem, and be part of a total program which includes drug education and dropout prevention. (IAH)

This reply to Reese's article takes exception to his view of the "common good," since no agreement on common values exists. The reply also rejects Reese's notion that public schools are the only way to promote the common good. (IAH)