This research investigates the relationship between creativity as a cognitive process and the level of moral reasoning as well as the relationship between moral reasoning level and various combinations of creativity and intelligence. (Author/RK)

An experiment is reported on the effects of a moral education program based on cognitive-developmental theory, at the high school level. Students were pre-tested and post-tested on Kohlberg's Moral Judgment Scale. (Editor)

The author identifies eight approaches to values education and outlines his findings in relation to the desirability of each for the history teacher. Teaching examples are provided. (Author)

The author outlines several teaching strategies for values education in the family studies classroom. (Author)

Sharply criticizes values clarification as a serious threat to moral existence and possibly to the physical existence of mankind. Values clarification, an educational innovation and a teaching technique, is harmful, says the author, because it tells students, in effect, that they need not come to decisions about serious moral questions and engage…

Investigates the relationship between Rotter's (1966) Internality-Externality Scale and Kohlberg's (1971) Morality Scale. Specifically addresses the question of whether Rotter's internal individual will be functioning at a higher level of Kohlber's stages of morality than the external individual. (Author/RK)

A meta-ethical questionnaire based on Perry's model was devised and implemented together with an ethics education program at the Institute of Biomedical and Life Sciences at the University of Glasgow. Results indicated that students' meta-ethical development is a natural process in young adulthood, though male students progressed later than female…

Interviews were conducted with 28 kindergartners, their teachers, and their director to examine Japanese children's moral development. Qualitative analysis of interviews revealed three themes related to moral development: social system morality, emotions, and responsibility. Children made moral decisions based on social system morality…

Examines moral orientation in terms of consistency across varying contexts, such as its relation to gender and to gender role. Explores influence of moral decision-making on consequences of action. Suggests that different moral orientations may be embedded in life experience and connect with an individual's sense of moral identity in real-life…

Interviewed 4- and 6-year-old Hong Kong preschoolers about familiar moral, social-conventional, and personal events. Found that children judged children as deciding personal issues, based on personal choice justifications, and judged parents as deciding moral and conventional issues. With age, children granted increased decisionmaking power to the…

Examined contribution of temperamental inhibitory control to conscience development. Found longitudinal stability in inhibitory control from toddlerhood to early school age, with inhibitory control increasing with age, and girls outperforming boys. Reaffirmed links between inhibitory control and multiple, diverse measures of children's conscience…

Investigated relationship of preschoolers' helping behaviors and their younger peer-directed internal state language, perspective-taking, and attendance at mixed-age day care. Found that helping behaviors were positively related to frequency of vocal turns to younger peer, perspective-taking ability, and length of day care attendance;…

Argues for a procedure for moral education that begins by categorizing the meaning of moral, establishing what counts as good performance, framing assessment methods, and devising experiments in methods for moral education that result in practical recommendations. Explains that it must be decided what counts as moral reasoning. (CMK)

Presents points of agreement with DeVries, Zan, and Hildebrandt: overall educational philosophy, the developmental path from egocentrism to reciprocity, and educational approaches when fundamental ethical principles are at stake. Examines the substantial differences in perspectives regarding the substance of morality, the process of teaching…