Studied the emotional attributions which 60 children aged four-eight gave to a story figure who violated a moral rule. Results suggested a clear change from outcome-oriented toward morally oriented attributions to a moral wrongdoer between the different age groups. (RJC)

A rationale for viewing gays as a minority group is presented, and the moral underpinnings of this view are analyzed. A model of gay studies based on this view is outlined, and a brief sketch is given of how gay studies might articulate itself in the study of stereotypes. (IAH)

A metaphor to guide our understanding of classroom community is weaving, where each individual strand (shared leadership, communication, responsiveness, moral unity, cooperation, shared environment and history, identification/involvement, wholeness, and interdependence) interacts with others to form an integrated whole. A classroom comprises…

This article demonstrates that the cognitive complexity and personality traits of gifted children create unique experiences and awarenesses that separate them from others. A central feature of children's gifted experience is their moral sensitivity and the asynchronous development of their inner world, which need to be understood and nurtured.…

Examined the efficacy of a causal model suggesting that lack of a violence inhibitor when confronted with distress cues may explain psychopathic behavior. Compared to control subjects, the psychopaths made no moral/conventional distinction about transgressions, treated conventional transgressions like moral transgressions, and were much less…

Exhorts educators to teach children to be truthful, respect others' rights, and learn to take risks and make commitments. Although international schools can't teach morality, they can teach philosophy and explore the importance of developing a sensitivity to ethical questions. All subjects, honestly taught, exemplify the triumph of ethical…

A two-step procedure for making moral and ethical decisions in professional situations involves identifying obligations, ideals, and potential effects, and assessing the relative weights of all considerations. Two cases illustrate the application of the procedure by outdoor leaders. (SV)

Effective moral education requires children to engage in ethical inquiry. Ethical inquiry requires students to cultivate all aspects of their thinking, including critical, creative, and caring thinking (which includes active, affective, and valuative thinking). Only the discipline of Philosophy for Children, the narrative-and-discussion-based…

The way in which teachers interact with learners may be more important than the teaching methods used. With adult learners, there is the possibility of a mutual teaching-learning relationship, which becomes the moral responsibility of both parties to achieve. (SK)

Accepts most of Bull and McCarthy's rejection of the ethical boundary thesis in this same "EAQ" issue. Reinterprets their argument, using a three-part model of administrative knowledge. Any project for constructing an educational administration knowledge base is suspect, since little "pure" empirical and instrumental knowledge…

Suggests that morality is both an individual and institutional concern. Asserts that criteria for judging the morality of schooling arise out of its mission. Examines the moral condition of teacher education. Presents a model of moral teacher education that incorporates the mission of teacher education, the domains of schooling, and a time…

Discusses authority's relevance to moral education. Suggests that the concept of authority has been neglected in theory and practice. Argues that no human interaction is possible without authority. Discusses authority's legitimacy and scope of authority in the context of compelling school attendance. Underscores authority's role in moral and…

Discusses ways for parents (and educators) to use the life stories of heroes, such as individuals who rescued Jews from the Holocaust, to foster children's moral courage, sense of right and wrong, and commitment to others. (MDM)

A broad set of ethical principles is examined to determine their relevance for evaluation. The five principles of K. S. Kitchener (autonomy, nonmaleficience, beneficence, justice, and fidelity) are relevant to evaluation and are fully represented in the evaluation standards of the Joint Committee on Standards for Educational Evaluation. (SLD)

Examines taxonomy for understanding and applying various facets of ethical argumentation and conceptualization to administrative practice. Stresses importance of developing conceptual analysis approach from scientific, conceptual, general normative, and applied normative ethics strands of literature. Offers prescriptive approach to ethics and…