An outline of eight types of questions that teachers can use to maintain focus on their subject matter in values/moral education. (Author/MLF)

Examines 51 cases of organizational whistle blowing to derive a model of the steps through which whistle blowing incidents progress. From the model it is possible to generalize about the nature of these incidents and how they fit into patterns of organizational communication. (JMF)

Thirty-six elementary teachers responded to moral dilemma test questions with their personal opinions or with advice they'd give to a child or an adult. Although some teachers recognized a child's developmental limitations, responses offered under the three test conditions did not differ. Implications for moral education are discussed. (Author/SJL)

Contending that the primary purpose of engineering ethics courses is to promote moral autonomy, rather than merely to cultivate proper standards of conduct, the author examines what such courses can accomplish. (Author/WB)

The process of creating a canto in imitation of Dante's "The Inferno" not only enables students to gain a sense of medieval morality and history but also allows them to have an imaginative understanding of their own lives and times. (RL)

Introduces "Facing History," a recent innovative use of an historical event, the Holocaust, as a means of educating students and teachers to the meaning of such things as human dignity, morality, conflict, decision making, survival, and individual responsibility. (JD)

A survey was conducted to examine the role of state school psychology organizations in advocating for and monitoring the ethical practice of their members. Results revealed that 76 percent of the responding organizations had adopted a code of ethics, while only 43 percent had instituted due process procedures. (Author)

Examines the research participation system in college and university psychology departments. Students in an elementary psychology course were surveyed regarding their opinion of the educational value of participating in a psychology experiment. Nearly all subjects reported positive feelings about their participation. (DB)

Examines listeners' use of acoustic properties in making personal attributions. In three experiments, subjects listened to recordings of male speakers answering two interview questions and rated the speakers on a variety of scales. (CM)

Does not support Piaget's interpretations that mature moral judgment, dependent upon a decentered thought structure, develops around the ages of eight and nine. (RL)

In attempting to isolate variables which influence instructional styles of teachers, the researchers administered the Rokeach Values Survey and the Teaching Style Q-Sort to college students. The values "freedom" and "obedience" generated meaningful differences among individuals of the personal source, social interaction, and…

The egocentrist argument does not show that public morality is impossible: it concludes that "no morality at all" is possible. We cannot teach in moral education anything that isn't possible because it doesn't exist. (Author)

Identifies three aspects of moral education and discusses the role of gaming-simulation in each. The decision to use gaming represents a concern for educating morally. Use of gaming to teach moral values is discussed and it is suggested that gaming may be used for values analysis and clarification. (Author/JR)

Explains R. W. Beardsmore's account of the nature of morality and moral behavior and examines the implications that it has for moral education at all levels. (Author/RK)

A discussion of the issue of ethics training in business and whether or not ethics is a problem appropriately addressed by training. Includes two case studies taken from a multimedia program by an educational media corporation. (LAS)