Contends that the application of virtue to the social studies community has become a necessary condition for survival. Argues that educational institutions should not become glorified vocational schools, that they have a higher purpose. Maintains that citizens must understand the inherent power of learning and service. (CFR)

Maintains that ethics is behavior as judged according to some understood standard. Recommends the use of "occasional" ethics, an informal but reflective approach that can be used in many course designs. Illustrates the concept with examples from the author's instruction in humanities courses. (CFR)

Reports on a study of the influence of age and formal education on the development of moral reasoning among 215 Spanish citizens ranging in age from 12 to 48. Finds that moral development is highly related to both variables, although more so with formal education than with age. Includes five tables of illustrative data. (CFR)

Presents an extensive, nonannotated bibliography of books and articles published during 1993 and 1994 related to moral development, moral education, and social issues. Includes items on instructional strategies, moral reasoning, social values, and social justice. (CFR)

Examines how the principles and virtues of Confucianism holistically meet moral education's requirements. Discusses justice, equality, and truthfulness as Confucian principles and the character virtues (wisdom, courage, compassion, and love) necessary for living the moral life. Stresses understanding motive, arguing that the moral person desires…

Presents nine documents from the ERIC database dealing with teaching about World War II. Includes articles addressing the lessons of Pearl Harbor, the Holocaust, the wartime internment of Japanese Americans, industry's response to the war, and the moral lessons of Nazism. (SG)

Discusses the application of moral orientations of justice and care in the context of classroom cheating incident. Explores the everyday moral choices inherent in teaching. Defines teaching as a relational activity concerned fundamentally with morality. (DK)

Whether law schools should remain institutionally neutral concerning fundamental political and moral issues facing society is examined. The discussion looks at the purposes of the university in the modern world, the core of knowledge needing preservation, areas of inquiry no longer valid, new priorities for inquiry, and faculty role. (MSE)

Reports on surveys comparing personal and moral values of 89 Saudi Arabian and 96 British adolescents. Finds that Islam has a profound impact on the values of the Saudi students, whereas religious views have only a limited effect on the British students. Also finds that the British students place a higher value on friends and family. (ACM)

Contends that there are three broadly held views about sport in relation to moral life: (1) the positive view; (2) the neutral view; and (3) the negative view. Discusses issues of morality and moral education and concludes that the positive view is accurate because the concept of fairness is inherently concerned with ethics and morality. (CFR)

Parents must help their children distinguish between wants and needs and put them in a balanced perspective. Children need to learn to respect differences in people rather than base their judgments on socioeconomic status. The article suggests ways parents can grab teachable moments to reinforce their values and decisions. (SM)

Examines issues that could revise the nature of educational administration and make access to it fair: (1) increasing access to those previously excluded; (2) educating administrators in moral and philosophical dimensions of leadership; and (3) encouraging those already in educational administration to seek a democratic path to leadership. (SM)

Outlines Thomas Jefferson's views of classic philosophical writers and various interpretations of their views on morality and epicureanism. Explains why teaching ancient and medieval political philosophy is necessary as an ethical supplement to U.S. political thought. States liberal democracy depends on the tension between reason and revelation.…

Uses fables to study the moral orientation used in problem solving by 54 first, second, and fifth grade children. The following findings are reported: (1) all adopted a "care" orientation; (2) only fifth grade boys used solutions involving tricks; and (3) the ability to explain the logic of solutions was related to abstract reasoning…

Cites cases of ethical violations, such as patronage and nepotism in hiring practices, in some school districts. Advises school board members to review their personal and professional ethics and to consider measures that will help guide decisions when ethical dilemmas arise. Formal ethics training is recommended for all educators. (MLF)