Speech delivered at the Annual Meeting of the Association of Departments of Foreign Languages (ADFL) on December 26, 1970 in New York, New York. (DS)

Reports a survey in which American, British, and German adolescents between the ages of 11 and 18 were asked to weigh the merits of two potentially intrusive laws and to state whether or not individual freedoms ought to be respected. (JM)

Too many artitects of schools and of educational programs have stood outside the interactional worlds of children and adults and attempted to legislate their own interpretation of right and proper conduct. Militants and troublemakers challenge the school's legitimacy as a socializing agent. (DM)

Presidential address delivered at the Annual Meeting of the National Council of Teachers of English (NCTE) in Washington, D.C. in November 1969. (DS)

Extensively discusses issues confronting young people today in areas of sexual behavior, stressing their need to understand that proper use of sex calls for commitment as a step in personal growth toward mature expression of their own sexuality. (Author/CJ)

Provides a replication of a study by Bandura and McDonald concerning Piaget's theory. Though results approximated those of the previous study, the theoretical conclusions are dissimilar. Bibliography, tables, and graphs. (JB)

Educators and students, discussing the future of nuclear age education at a symposium, generally agreed that knowledge and values are separated in society. Sources of information and of the proceedings are listed along with the Association for Supervision and Curriculum Development's (ASCD) resolution on nuclear freeze. (MLF)

Researchers analyzed the responses of second-, fourth-, and sixth-grade students who read three fables, and traced the relationship between grade level and stage of moral development. The children reflected different stages of moral development. The use of fables to elicit responses to moral questions is discussed. (PP)

Societal conditions deemed hypothetically essential to uplifting civic morality are discussed as well as the establishment of the conditions necessary for the proper moral development of the young. (JM)

The author discusses his experience of attending public school as an Amish child during the time when America was at war with Germany. Offered are five suggestions for the public school teacher who has Amish children in the classroom. (JM)

Students in the best universities do not believe in anything, and those universities are doing nothing about it. The great questions--God, freedom, and immortality--hardly touch the young. The universities have no vision, no view of what a human being must know in order to be considered educated. (MLW)

Homer's epic poetry illustrates correspondence between society's needs and the values stressed in education, while Socrates' thought uncovers contradictions between social and educational values and seeks a new form of correspondence. Examples from the Epics and Plato's early dialogues trace changing educational attitudes among the Classical…

Benefits can be gained through the introduction of principles of analysis from a moral perspective. Students should be encouraged to develop modes of moral reasoning and conduct through group discussion, values clarification, and individual expression. (CJ)