Three Christian documents, the "Fourth R" (the "Durham Report" on religious education), "Teaching Christian Ethics," and "The Child in the Church," are used to show that Christians can help young people consider issues in moral education in a balanced way and, thus, arrive at their own conclusions. (Author/RM)

Proposes that college level ethics instructors and psychological researchers collaborate for the sake of improving ethics courses, evaluating programs, and advancing research. Journal available from The Hastings Center, 360 Broadway, Hastings-on-Hudson, NY 10706. (AM)

Reviews the literature advocating tolerance in moral education as a response to an increasingly pluralistic British society. The author analyzes the relationship between tolerance and pluralism. (AM)

Presents a response to P.C. Potgieter's article "Moral Education in South Africa" (v9 n2 Jan 1980). Philosophical and sociological inconsistencies in Potgieter's paper are pointed out. The author argues that Potgieter ignores the socio-structural complexities which often make South African's moral education a form of indoctrination. (AM)

Points to three deficiencies in values clarification as a program of moral education; i.e., failure to distinguish the intellectual traits essential in moral valuing; failure to contribute to students' moral development; and failure to consider the purpose and mechanics of moral argument. Concludes that values clarification promotes ethical…

Reviews literature arguing for the moral education of gifted students. Bibliotherapy and group dynamics activities are advocated as strategies for promoting moral development. An approach to using stories in bibliotherapy is suggested in appended material. (Author/RH)

Describes Kohlberg's cognitive-developmental theory of moral development and provides examples of how Kohlberg's theoretical principles can be employed in everyday family interaction. Holds that parents are always moral educators and must therefore consciously implement moral development strategies in the home environment. (GC)

In response to the Pekarsky article in the Spring 1980 issue of "Theory and Research in Social Education," the author argues that moral dilemma stories are an appropriate teaching approach for a moral education program. Moral dilemma discussions benefit both teachers and students. (RM)

A practicing school administrator sympathetic to the broad aims of moral education asks some questions about teaching moral education in the schools. (Author/MLF)

By training children to be good citizens of local communities, as well as good citizens of the national community within which the local communities are nested, one accepts diversity of culture and style as a basic good. (Author)

Addresses the advantages of using a business structure in the classroom; the purpose of discussing ethics in the classroom; the design of a classroom business; the methodology needed to implement the activity; an assessment of outcomes; and the results of the exercise. (SR)

Discusses nihilism as a characteristic of contemporary discourse regarding morality and moral education. Examines this discourse in light of Emmanuel Levinas' account of the primacy of ethics: absolute responsibility in the face of the other, of the asymmetry of relations to each other. (CAJ)

Discusses whether virtue can be taught in college, asserting that virtue is relative and tradition bound. Difficulties in answering this question include lack of adequate definitions of terms, overwhelming influence of Christian and Western approaches, the "unvirtue" experienced by many learners, and students' innate resistance to the…

Asserts that university students are at precisely the right age to gain greater power over their lives, describing a vacuous college life and discussing the potential that a good university education offers. Examines possibilities and promise in students' lives, suggesting that the principal task in fostering virtue is to evoke love in students…

Explores why, as trustees of legal traditions, legal educators have an obligation to inspire and equip future lawyers to address issues such as access to justice, the regulation of lawyers' conduct, the pressures of legal workplaces, and the erosion of support for pro bono contributions. (EV)