Many politicians have been indifferent or hostile to the application of the social sciences to social problems. Corrective steps include forging stronger links between politicians and social and behavioral scientists, expanding educational efforts to convey a better understanding of the social sciences, increasing lobbying activities, and…

Discusses the differences in origin and content to the stories of Aesop and the brothers Grimm. (HOD)

Contends that organizational development theorists have been unable to produce a satisfying ethical framework for guiding consulting behavior. Advances guidelines for an alternative ethical framework based upon a rhetorical view of communication consulting. (PD)

Describes how the textile mills established in Lowell, Massachusetts, during the 1820s served as showplaces for American industrial progress and reformist social values. Their utopian purpose was to demonstrate that good working conditions could reinforce desirable moral values in the mill workers. (AM)

Metaphors generate insights about how things are and could be in reality. Beliefs about what education is or should be can be found through analyzing metaphors used during the educational process. (CJ)

The hypotheses that moral judgment increases with age and that the maturity level of values and reasons for perceiving them as values increases with older age groups in the population of mentally subnormal children were tested. The hypotheses were only partially confirmed. (Author/AM)

This review presents the educational implications of recent research and related theory indicating that morality and convention are understood within distinct conceptual systems with independent courses of development. People differentiate between moral actions affecting the rights or well-being of others and social conventional actions whose…

Explores the ramifications of the notion that a teacher is morally responsible to approach educational experiences as positive opportunities for change affecting not only students but the teacher and everyone else involved in or touched by the experiences as well. (PGD)

Stresses the unity of two themes--a sense of change and a sense of continuity--in the writing and reading of adolescent literature. Writers are encouraged to avoid the pitfalls of "in" topics and moralizing to promote the flowering of expressive realistic adolescent literature that adolescents will want to read. (RAA)

Three psychological approaches to moral education are analyzed. The author discusses how the three psychological theories differ regarding their ideas of the primary purpose of moral education. (AM)

This study compared Israeli adolescents of Eastern (African-Asiatic) and Western (European-American) descent. Results confirmed the hypothesis that more internal locus of control (LOC) orientation and more relativistic moral judgment would be associated with Western patterns of socialization. No within-group relationship between LOC and moral…

Considers two contending views of moral reading, the "fabulist" or antibook view and "affective" or values clarification view, and argues for the superiority of the latter view. (HTH)

Notes that both liberals and conservatives have criticized values clarification courses on the grounds that they assume only one correct position regarding values: ethical relativism. Maintains that values clarification fails to live up to its own claims of openness and neutrality. (Author/JM)

Outlines methods of teaching moral issues to undergraduate students using works of Lawrence Kohlberg, William Perry, Jr., Erik Erikson, and Elisabeth Kubler-Ross in conjunction with literary tests. Encourages comparative and illustrative studies of literature and film. Suggests student participation in cognitive and moral decision making of…