Ethical teaching dilemmas generally fit four patterns: individual versus community, truth versus loyalty, short-term versus long-term, and justice versus mercy. Research discloses five core shared values: compassion, honesty, fairness, responsibility, and respect. When choosing among end-, rule-, and care-based resolution approaches, teachers'…

Demonstrates the Toulmin model as a problem-solving approach for administrators considering connecting their schools to the Internet. Using moral reasoning, a proposal to connect the school to the Internet is explored. The Internet in schools today, value judgments and principles, qualifications to the proposition, and media literacy are…

Examined the moral and ecological reasoning of second, fifth, and eighth graders regarding the Exxon Valdez oil spill. Found that children understood negative effects of the spill, cared that harm occurred to shoreline and marine life, and thought it violated a moral obligation. Fifth and eighth graders used a greater proportion of anthropocentric…

Describes the implementation of a character education program in one New Jersey school system. The program, developed by school and community members, includes all value-related issues and occurs throughout the system (including school buses, playgrounds, and extracurricular activities). Adults model good values, and children are taught values…

Observes that, in their attempts to respond to government pressures for higher standards, many schools have adopted similar initiatives. Draws on the work of Alasdair MacIntyre to suggest that these initiatives represent a tension between providing "effectiveness" and "excellence," and a deeper tension between modern and…

Examines Nel Noddings' interpretation of caring and investigates the implications of Noddings' caring as a foundation for school communities. The paper also examines the work of Arendt, noting that Arendt's theory of the public offers solutions to many dilemmas presented by caring. The paper emphasizes the importance of looking to multiple…

Longitudinally assessed Icelandic children at ages 7, 9, 12, and 15, and cross-sectionally assessed Chinese children at corresponding ages, concerning reasoning about choices, motives, and moral justifications of a protagonist in a sociomoral dilemma. Icelanders referred more often to self-interest and contractual concerns; Chinese focused on…

Promotes the teaching of values in social studies by using heroes/heroines. States that teachers must correct the blurred distinction between hero and celebrity, offering a working definition of hero/heroine. Contends that teachers should go beyond the textbook and endorses the use of trade books. Provides references and a selected bibliography.…

Investigates the relationship between family socialization processes, focusing on adaptability, cohesion, and parent-child communication, and adolescent moral thought. Used a sample of 271 Australian adolescents and their parents. Presents the findings. The results suggest that there is a relationship between family-socialization processes and…

Discusses the history of the concept of moral character in relation to student financial aid awards. Presents arguments against student financial aid from both liberal and conservative points of view, and asserts that, despite these arguments, student financial aid programs have consistently been shown to accomplish most policy objectives they…

Despite an ambience of strict church-state separation and religious pluralism, there is a growing consensus that certain widely accepted virtues (honesty, fairness, and respect for others) can be taught in U.S. public schools. Character education should be pursued, but whether ethical habits can be separated from specific religious traditions…

Suggests that integrating both principle ethics and virtue ethics into the professional standards of the counseling profession will provide a coherent structure for enhancing the ethical competence of psychologists and counselors. Virtue ethics, rooted in the narratives and aspirations of specific communities, can be particularly helpful to…

Four terms central to the dialog about ethics are defined and differentiated: ethics; morality; justice; and law. Several problems in understanding the terms are identified, including differences between the classical and current meanings, common but inappropriate usages, confusion of one term for another, and merging of terms in common usage.…

Examined Korean first, third, and fifth graders' judgments about authority commands regarding moral events. Found that children judged that a principal, teacher, class president, and child without an authority position have legitimacy and should be obeyed when giving morally right directives. Children gave greater legitimacy to persons giving…

Discusses "universal solidarity" as the central concept of a pedagogical ethic committed to the needs of the coming generation and of social victims. Argues that attempts to define "universal solidarity" indicate that critical theory seeks to comprehensively represent the modern moral sphere. Proposes a definition of "universal solidarity." (DSK)