The history of American education's efforts to fulfill responsibilities for the moral and spiritual development of students is described. Views of Kohlberg and Fowler concerning stages of development are discussed. Recent research findings are presented, and implications for educational approaches are suggested. (Author/PP)

The author states that the public schools are under attack from the New Right--an attack that threatens their existence. He describes the nature of the threat and of the New Right itself. Following his article are four responses. (Author/MLF)

The author asserts that moral decision making can be taught, but that choosing the moral direction we wish students to take is problematical. He argues that the proper goal or direction is primarily allegiance to certain principles of rationality and justice, personal benevolence being a desirable goal but too fragile. (Author/SJL)

The author looks again at the fictional teacher Miss Dove and explains why he considers her a true model for educational and moral excellence. (Author/JM)

The interdisciplinary relevance of moral philosophy and developmental moral psychology to a paramount task of legal education--developing in students the capacity and readiness for ethical reasoning--is explored. The aim is to shape professional education so that professionalism is a fulfillment, not a denial, of students' moral nature. (MSE)

Piaget's test for moral judgment is more influenced by the personal relationship to others than is Kohlberg's. Kohlberg's test seems to a larger extent to measure the subjects' norms and emotional reactions connected to internalization of norms. Moral behavior is more closely related to Kohlberg's measure. (Author/CM)

The growing sense of professionalism within the financial aid community has led to the development of professional associations gathering periodically to talk about standards and procedures. Ethics related to the management of financial aid are discussed. (MLW)

Explores the concept of character as defined by students and teachers from three different kinds of exemplary high schools. All participants believed that personal integrity was the basis of good character although the social environment determined appropriate behavior. For journal availability, see SO 509 295. (AM)

Argues against the efficacy of pluralism in the public schools because of its potential to destroy a sense of common traditions and values, to divert a school's attention from its basic purpose (to teach a common body of knowledge), and to create moral anarchy. (Author/WD)

Education through art or any other subject will not automatically humanize anyone. The effect that art and art education can have on individuals and on society depends to a large extent upon the social responsibility or the moral stance of the teacher, the parent, and the artist. (Author)

Application of the scientific method is discussed in relation to ethics in sports. A scientific ethics approach can and should be used in the present and the future development and clarification of values and ethics in sports. The amateur-professional controversy in sports is used as an example to clarify possible uses of this approach. (JN)

Five-tiered conceptual model of a course on the history of the Holocaust is presented. The Holocaust is outlined in historical perspective as an example of inhumanity to humans, as a unique event in world history, as social science process, and as a moral and ethical problem. (MLW)

Examines Syron's novel as a strategic rhetorical response to the problems of racism in America with far-ranging implications in American social and institutional history. Argues that the novel's shaping vision illuminates the ethical dilemma of the liberal humanist and explores the ramifications of violence for self-definition and social reform.…

Changes and problems in the economy and workplace, including the certainty of future struggles for good jobs, new management mood toward unions, automation, and fringe benefits, are examined. It is suggested that education for this future must inculcate moral values along with academic skills and seek to restore faith in institutions. (JMD)

Provides data in support of Lawrence Kohlberg's moral development theory. Shows comparable moral judgments for boys and girls at ages 11 and 17, but higher moral reasoning in 14-year-old girls than in their male peers. (Author/RL)