Challenges Christopher Ormell's contention that individual values should be categorized into "hard" and "soft" values. Suggests that a continuum exists between the two extremes representing the degree of difficulty and sacrifice. Recommends that values education in schools be based on a continuum ranging between the two…

The 3 Rs approach to moral education translates Durkheim's elements of morality (discipline, group attachment, autonomy) into a framework for schools. School rules, reason, and role models should be implemented in an atmosphere of participatory democracy, respect, reflective thinking, cooperative learning, and parental support. (SK)

The moral realism of everyday life is neither Piaget's childlike egocentrism nor Gabennesch's reification. Natural moral law is seen by Turiel, a cognitivist, as a code of harm, rights, and justice. Other cognitivists accept codes of duty and natural order. (BC)

Moral judgments are an important aspect of social reasoning, not arbitrary products of social formations. Maintains that Gabennesch relegates moral concepts to reification, failing to account for the distinctions between conventionality and moral concepts. (BC)

Children and adults were interviewed about moral judgment twice during a two-year interval. Results indicated that stage transition in moral reasoning was predicted by more reasoning above than below a modal stage. Results also indicated that individuals progressed through a cyclical pattern of stage transitions. (BC)

Presents an annotated bibliography on religious development that covers the areas of psychology and religion, measurement of religiousness, religious development during the life cycle, religious experiences, conversion, religion and morality, and images of God. (Author/BB)

Describes, explains, and illustrates developmental intervention model (Just Community approach) for infusing college life experiences with opportunities for examining ethical and moral issues with intention of developing students' ethical reasoning and their ability to translate such reasoning into ethical action. (Author/CM)

A "speak-out tour" of five New York City high schools allowed refugee and inner-city young people to share their experiences of war, violence, and mistreatment. Their stories taught their teacher and their audiences about empathy and moral knowledge. (KS)

Outlines a Vygotskian perspective on moral development. Summarizes Lev Vygotsky's ideas about the "zone of proximal development" and extends them into the domain of moral education, focusing on an extract from the film, "Boyz 'n the Hood." Shows how the zone of proximal development facilitates moral development differently from…

Uses established Montessori analogies, metaphors, and abstract keys to examine the mental organization and practical experiences forming the spiritual foundations for the Erdkinder vision of connecting learning to moral behavior and practical experiences for adolescents. (Author/KB)

The seven chapters of this theme issue examine how to create a moral context to stimulate moral development and how the system of self-interest in childhood and adolescence integrates the system of morality in ways that yield a high moral identity. Among issues considered are the moral climate of a school and child development. (SLD)

Using the Defining Issues Test, the moral reasoning of 95 Texas A&M University medical students was measured at the beginning of their first semester, after a required first-semester medical ethics course, and after their fourth year. Results show significantly increased moral reasoning at the second and third test administrations, with women…

Reviews psychosocial cognitive teaching methods that correctional educators are using to remediate student academic deficits: computer-managed instruction, social/moral education, and essay writing and language arts. (Contains 15 references.) (JOW)

Using Nel Noddings ethic of Care, contends that this model of empathy has elements in common with the type of empathy method actors employ. Discusses the agreements between Caring's empathy and dramatic empathy focusing on three skills method actors use and the three differences that possess moral implications. (CMK)

Compares value education, critical thinking, moral development, and critical pedagogy. States that teachers' values are expressed in instructional content and methods. Urges teachers to balance expressing their own values and exposing students to different perspectives. (SK)