The distinctive aims and methods of moral education and religious education indicate that they may be complementary. Moral reasoning is concerned with the assumptions and conditions of morality and with situational realities as well as imperatives. Religious beliefs play the same role in decision making as moral principles. (RM)

Presents a theoretical perspective for the psychological study of moral development which does not rely on the notion that different types of moral view have different logical structures and which provides a framework for specific predictions about moral content and moral reasoning, motivation, and behavior. (Author/RH)

Concludes that moral/value instruction is critical to the teacher's concept of work. (FL)

Kohlberg's interpretation of moral choice is criticized. The alternative view proposed locates Kohlberg's conception of moral choice as a stage in a larger process of moral deliberation that has a progressive structure. How deficiencies of the Kohlberg approach can be remedied is suggested. (Author/RM)

Examines and dismantles both cognitive-developmental theory of moral education and development and the politically based radical criticisms against it. Considers the implications for moral education of Piagetian cognitive-developmental stage theory and Rawlsian ethical liberalism. Calls for a reconstructed theory based on a new, broader…

Vigorous and dramatic attempts to reform city life and people have been with us for almost two centuries. In retrospect, the school desegregation movement appears to have been an extension of the tradition of moral reform crusades which began after 1800. Desegregation of the public schools was seen as the best hope for reconstituting public…

Peace as a goal of education means influencing individuals in the areas of knowledge, attitudes, and action. Adult education can foster peace through the dissemination of broadly-based information, problem-centered learning, empathetic learning, and promotion of moral values. (SK)

Supports teaching literature from a religious point of view. (JL)

Describes a study which showed that a transgressor's affective reactions significantly influenced children's moral judgments. Children in grades 1-3 told stories in which a transgressor acted out of good or bad intent, produced low or high levels of damage, and displayed various emotions because of the outcomes he produced. (RM)

Interviewed American, British, and German young people about their ideas regarding numerous political, social, and moral issues. Discusses the children's conceptions of community and of law, the growth of principles, and their understanding of human psychology and social reality. (Author/GC)

Five Renaissance humanists associated with the court of Henry VIII (Erasmus, More, Vives, Pace, and Elyot) developed a rationale for the liberal arts that has important implications for the 1980s. The view can help define an educated person and show the importance of the teaching of moral values. (Author/MSE)

Presents supportive statements from a member of the Academy of Sciences of the USSR and a Nobel Peace Prize winner that the scientific community has an obligation to inform the public fully about the impact of scientific developments. Autobiographical data concerning the author is also included. (CS)

Advocates the application of L. Kohlberg's stages of moral reasoning to literary characters as a stimulus to generate insightful interpretations of characters' actions in literature. (HOD)

Investigated attitudes toward suicide and death across two intrafamilial generations to better understand possible causal factors underlying increasing suicide rates among the young. Findings indicate support for the hypothesis that the youthful generation holds more "accepting" attitudes toward suicide and death than does the parental…

Points out the problems of teaching ethics to journalism students and describes codes and guidelines that can assist the teacher in doing so. (JL)