This paper discusses the outcomes of a study that examined Hans Eysenck's antisocial behavioral hypothesis (ASB). Eysenck's theory of personality has three temperament-based traits: Psychoticism (P), Extraversion (E), and Neuroticism (N). His ASB hypothesis predicts that individuals high on P, E, and N with poor socialization are at the greatest…

This bulletin on the use of the schoolhouse as a polling place is divided into two sections. Part I, Use of Schoolhouse for Political Purposes, explains why this practice is beneficial to the schools (allows youth to witness and understand the civic process) and to the public (it is economical, worthy, appropriate, convenient, permanent,…

Describes research that measured personal, national, and occupational identity among Jamaican postsecondary students. Observes that the variable of attitudes toward minorities was strongly related to personal and national identity, and suggests encouragement of positive attitudes toward ethnic groups in order to foster acceptance of differences in…

Discusses the strong educational role of mass media in the Soviet Union. Articles cover "Controlling Individual Development and Behavior,""The Educational Potential of the Mass Media,""Some Problems of Ideological Work and the Tasks of Psychology," plus discussion of books, television, the press, films, and the…

Identifies 11 pitfalls to avoid when implementing character education in a classroom or school. Some pitfalls include reduction of literature study to the search for a moral lesson; the "do as I say, not as I do" mentality; and reliance on posters, slogans, and glitzy gimmicks. (MJP)

Profiles the Community of Caring, a character education program in California that has been in existence for 12 years. Explicates some of the qualities that mark the program as a success. These include longevity, acceptability, comprehensiveness, evaluation, academic improvement, cost-effectiveness, family/community involvement, and professional…

Defines character education as the intentional teaching of ethical reasoning and analysis, the nurturing of moral emotions, and the encouragement of, and insistence upon, moral behavior. Maintains that schools, parents, and communities are all responsible for the moral development of children. Briefly discusses the work of the Ethics Resource…

Describes an undergraduate sociology project in which students conducted research at working class and upper-middle class shopping malls. The research focused on social stratification and its manifestation in architectural character, spatial relationships, advertising, and consumer behavior. Includes an appendix that reproduces the fieldwork…

Examines the approaches taken, the topics discussed, and the practical results of the 1944 conference, "Germany after the War." Organized and led by psychiatrist Richard Brickner, the conference focused on reeducation, institutional change, and psychological rehabilitation. The conference recommendations became highly relevant in the…

Compares the reeducation efforts of post-war Germany with the role played by education supporting the German reunification with East Germany. Examines parallels involving autonomy and self-determination with the earlier Bavarian controversy. Concludes that Western-style educational reforms alone will not be able to create pluralistic societies in…

Provides background information and learning activities for six areas of inquiry concerning media literacy and violence. These are (1) "Monitoring 'Action' in TV Cartoons"; (2) "To Market, To Market (Share)"; (3) "What's 'Educational' Anyway"; (4) "Rating the TV Rating System"; (5) "Nine Risks of TV Violence"; and (6) "Teenagers in the News." (MJP)

Contrasts the consistency, the self-concept, and the new look formulations of cognitive dissonance. The study demonstrates that dissonance occurs when a behavior and its consequences contradict an individual's self-concept. Findings both support and diverge from various aspects of the three formulations of dissonance phenomena. (LSR)

Defines evangelization as a cooperative religious educational experience regarding the efficacy of the gospel. Considers its role in the lives of young people. Concludes that evangelization must incorporate and address current social concerns as well as questions of belief and unbelief. (MJP)

Presents a consistent body of evidence to support the conclusion that, from the earliest decades of the 19th century, scientific subjects represented a significant and popular part of the curriculum in schools for girls. Includes evidence from primary and secondary sources. (MJP)

Delineates two traditional assumptions of educational research: (1) social progress is tied to an evolutionary conception of change and (2) inquiry must identify actors as causal agents who create or suppress change. Argues that both assumptions are grounded in the effects of power and modernity and are complicit in social regulation. (MJP)