Studied the establishment of the reliability of an instrument for assessing developmental stages and the relation between reliability and sequentiality of the stages. (GO)

Assignment of roles in a role play opposite the values held by students induces students to shift their values in the direction of the roles they play and away from the value position they previously held. This technique may be useful in leading students to higher stages of moral development. (For journal availability see SO 504 871.) (AV)

Representative samples of curriculum development in social studies are presented based on a model designed to involve students actively in both the historical and dilemma-solving processes. (MJB)

Black and White college students (N=232) were given either the Defining Issues Test (DIT) or a revised DIT in which the protagonists were Black. Racial manipulation did not appear to affect the emotional distance of White subjects from the dilemmas; emotional responses of Black participants were more intense and stressful when the dilemma…

Reviews 31 doctoral dissertations completed between 1986 and 1987 which deal with values and morality. Among the titles are "Prosocial Moral Reasoning of Gifted and Non-gifted Elementary Students"; "Plato's Moral Psychology"; and "The Nature and Value of Moral Integrity." (GEA)

Addresses the design and outcomes of Foundations of Leadership Development, a new leadership development program at Brigham Young University. Describes the program from a broad-based, theoretical point of view using ecological and developmental theory and explains how a student leadership class can have a significant impact on the ethical…

The cases of three individuals charged with corrupting the young are considered in a discussion of the teacher's role in the moral education of youth. Focus is on Socrates, a Los Angeles teacher fired because of membership in a sexually-oriented club, and a Nazi war criminal. (MSE)

Discusses the Just Community Approach to corrections that, partly through the use of participatory democracy, strives to make the two cultures into a single community in which staff act as leaders and advocates for justice and the welfare of the community, rather than as authoritative managers of the correctional institution. (CT)

Schools should not teach values directly, but education can never be value-free. Schools can best promote moral responsibility by treating all students fairly, providing good role models, using discipline to help students, balancing competition with cooperation, and providing opportunities to students for responsible and altruistic behavior. (TE)

Tells how undergraduate student volunteers tested children, ages 3 to 10 years old, to reveal their development in language, conservation of volume and weight, and moral judgment. These videotaped sessions were then used in class to illustrate important concepts. (JDH)

Shows how philosophical paradigms can be ideologically exploited, often unwittingly, by the teacher in a way that sacrifices truth and clarity to utility. Provides three examples and draws a distinction between teaching a skill and teaching an insight. (Author/JDH)

Relevant positions by social scientists, psychologists, educators, philosophers, and other professionals regarding moral education are cited. Related topics (e.g., values, ethics, and altruism) are examined, while philosophical underpinnings of morality plus theories on moral development are mentioned. The author concludes that morality can only…

Research suggests children readily distinguish between moral wrongs and social norm violations. Moral concepts consistently focus on issues of justice and compassion regardless of religious belief. Moral education can be compatible with, and independent from, religious doctrine. Two principals for such education are suggested as useful for…

Two studies examined children's inferences of personality for actors engaging in different domains of behavior. In both studies, first, fourth, and seventh graders were given two descriptions of actors engaging in either moral or conventional transgressions. Findings indicated that children's concepts of persons were inferred from information…

The effects of a positive peer culture program upon the moral development of "youths in distress" within the framework of street-corner gangs was measured. Moral-development measures indicated a positive effect upon the participants, and for some moral indices, on their friends' moral development. (Author/LMO)