In an attempt to clarify the confusion about the teaching of morality in the classroom, the author discusses the distinction between the concepts of morality and convention. Young children can distinguish between rules and moral principles, and successful moral discussion is more likely to occur in classrooms employing cooperative goal structures.…

This critique of Nisan's (1987) study of morality and convention addresses methodological considerations for cross-cultural research on children's moral and conventional concepts. (PCB)

Discusses four levels on an indoctrination continuum: the values clarification approach, Emile Durkheim's approach, Lawrence Kohlberg's approach, and the revolutionist's position. Argues that moral education is not extreme indoctrination and that the milder forms of indoctrination are necessary in education. (MM)

States that unwarranted negative attitudes toward homosexuality need to be countered by dissemination of correct information and constructive discussion. Urges moral educators to guide people toward, and foster respect for, caring and committed relationships whether they be homosexual or heterosexual. (Author/GEA)

Counseling prisoners involves multiple ethical and therapeutic choices and risks. Prison environments emphasize external control and security. Thus, work in such settings challenges the role of the counselor as a facilitator of client responsibility for independent decision making. (Author)

Maintains that imaginative philosophical dialogue is an essential and necessary condition to education. Contends that the development of an autonomous person who has the ability to think well and to think for him or herself about matters of importance is essential in a democracy. (Author/JDH)

Updates the 1979 Public Relations Society of America (PRSA) benchmark survey of entitlement attitudes to which respondents in a national sample felt they were entitled to have 18 items--from crime-free communities to the right to use drugs for pleasure. The new survey reflects a heightened sense of well-being in 1984. (SRT)

Maintains that the content and methods of moral education are inextricably intertwined. Develops a view of moral education which recognizes the synthesis of content and process in students' school and home life. (JDH)

To illustrate the sorts of ethical quandaries institutional advancement professionals face, five fictitious case studies were compiled, including the matching gift muddle, deception dilemma, public relations predicament, vexing vendor, and the plagiarism puzzle. (MLW)

Discusses a case study of the interaction between the New Christian Right, or Moral Majority, and its humanist opponents. Concludes that because the groups argue from incompatible premises, they cannot share a common moral framework within which to agree. Labels the rhetoric of the two groups reciprocated diatribe. (SRT)

Teaching strategies to help elementary social studies teachers teach distributive justice--i.e., fair sharing of available resources--are provided. Also described are the approximate age levels and the different levels of reasoning associated with distributive justice. (RM)

Addresses the criticisms of Diana Baumrind's review of his research on sex differences in moral reasoning development. Discusses issues such as the nature of moral development, the focus on adulthood, the choice of statistics, the effect of differing sample sizes and scoring systems, and the role of sexual experiences in explaining variability in…

Suggests that retirement is legitimated on a day-to-day basis in part by an ethic that esteems leisure that is earnest, active, and occupied. This busy ethic, endorses conduct that is consistent with the abstract ideals of the work ethic. It helps individuals adapt to retirement. (Author/ABB)

Describes a college-level course designed to increase students' scientific, technological, and ethical literacy. The course has no prerequisites and satisfies either a science or humanities elective. Course content and teaching methodology are included. (JN)

Colleges and universities must reconsider the value placed on academic integrity and how they communicate and share these values and expectations with students. Consistent and ongoing opportunities for discussing the policies and procedures with students must be developed. (MLW)