Gifted adolescents from grades 9-12 were asked to generate stories involving a moral problem and to provide a solution. Half of the moral problems written involved friendship or a love relationship; 92 percent of the students were able to give guidelines for solutions to their moral problems. (RM)

Presents a series of suggestions for ways in which teachers can best take on the responsibility of "moral education" within the confines of the daily curriculum, including specific suggestions for mathematics, science, English, social studies, and arts instruction. (JL)

Describes a study which showed that adolescents who reasoned at Kohlberg's "principles" level of moral reasoning are more tolerant than those who reasoned predominantly at the "conventional" level. Subjects in the study were senior high students in Ireland. Information was gathered through questionnaires. (RM)

Australian secondary students were asked to list five crimes they had heard of, their source of information, and their views on appropriate punishment. A systematic relationship was found between these three elements. Justifications made for mitigating circumstances were analyzed for type of crime and by attribution theories. (Author/SJL)

Illuminates the contributions of private schools, both parochial and independent, to society through the provision of upward mobility for minorities and an understanding of basic values shared by all humankind. (WD)

The need for values in environmental education to be established through the cooperation of parents, churches, and boards of education is discussed. Many references are used in an effort to support this view and to note that teachers alone should not have this responsibility. (MP)

Discusses ways that moral values can be taught in K-12 physical education courses including competitive sports, gymnastics, dancing, hiking, and camping. Teachers must help students to handle competitiveness, and to transfer their experiences of sportsmanship, cooperation, trust, and personal integrity to other areas of their lives. (AM)

Argues that secondary moral education programs must be taught in the context of human relationships (interactions between and among people) and discusses techniques and issues related to the implementation of such a program, including self-disclosure, dialog, value encounter relationship, teacher qualifications, classroom environment, and grading.…

Compares the teachings of the Old and New Testament on moral development. Jews and Christians both believe that God is the ultimate moral authority and that religion and morality are inseparable. (AM)

The assignment of responsibility to the educational institution and its agents eliminates moral responsibility from society. The key concept of responsibility is examined and its moral applicability to institutions refuted. A direction to be taken to reinstate moral responsibility in society is proposed. (JN)

Our schools need a provisional morality that expresses the common beliefs of a democratic pluralistic society. The crisis of authority in American schools is a lack of agreement on what provisional morality ought to be. As a result, we declare that children can choose their own morality as long as they don't commit crimes. (Author/JOW)

Analyzed female college students' responses on a religiosity scale and a sexual behavior inventory. Three groups were identified as to their frequency of intercourse. Five religiosity items significantly discriminated the three groups. Results indicated females differing in sexual behavior can be distinguished on the basis of religiosity. (Author)

Legal issues important in considering divestment of securities held in South African-related companies are considered. The University of California's considerations are reviewed as applied to retirement, endowment, and miscellaneous funds with unexpended balances for current or plant purposes and reserves for revenue bond debt retirement. (MSE)

Discusses the types of current confrontations regarding censorship in the schools and lists several reasons why issues involving censorship are occurring more frequently in recent years. (CHC)

Discusses the increasing significance of genetic diseases and defects in our lives and the social, moral-ethical, and legal problems resulting from medical genetics. (Author/SA)