Sociobiology suggests that our basic pyschological makeup is genetically determined and has evolved by means of natural selection. Biologically based human predispositions often conflict with legal and moral requirements of modern life. Sociobiology provides support for the direct teaching of moral values and social skills. (Author)

Calls for more caring public school teachers with expertise in their fields, increased parent involvement, and stronger emphasis on moral and ethical responsibilities. (DD)

Discusses the dangers of censorship, children's right to read a variety of types of books, and the importance of children's books in which authors express their personal world view rather than deliberately writing for children. (GT)

Suggests that popular fiction has a greater impact on who people are and what they become than do the classics. Describes four programs based on this hypothesis. (TJ)

The author traces occurrences in his life which contributed to his changing from Judaism to Humanism. Traces the Humanist Movement from 1927 to 1961 when the Supreme Court ruled that Humanism is legal equally to theistic religions. Journal availability: see SO 507 190. (KC)

Examines the positive and negative consequences of journalism faculty criticism of local news media, as evidenced from a survey of journalism school deans, faculty members, and newspaper editors. Suggests five things for journalism faculty to consider before initiating media criticism. (RL)

Describes Milgram's experiments in which individuals (assigned the role of "teacher") obeyed instructions to administer what they thought were severe electric shocks to "learners," and reports criticisms of the findings. Concludes that the experiments were sound and that they demonstrate that morality is situation-related…

In the model presented here, it is proposed that four factors and their interrelationships be considered when planning moral values instruction: the desired values of a society or subculture, learner ability, learner motivation, and theory-based instructional design principles. (Author)

The need for affective education has been expressed throughout the history of public schools. Justification for moral education today can be made on the basis of any of the five most common types of needs: normative, felt, expressed, comparative, or anticipated. (Author/MLF)

Considers the following issues related to developing a values curriculum: establishing institutional objectives; selecting a conceptual approach (e.g., a values clarification, cognitive development, developmental, or integrated approach); and providing support through faculty development programs. Provides examples. (AYC)

"Sophomoritis" is identified as a period of adolescent development concerned primarily with raising all kinds of moral questions but also doubting all answers. Criticism is leveled at educational institutions for implicitly supporting sophomoritis. Proposes a course utilizing the students' natural development, together with the conceptual…

Discusses the importance of U.S. Code section 1983 and the role of the courts in protecting civil liberties, and argues the need to instruct students in basic issues of ethics and morality. (JG)