Discusses the three elements of Kohlberg's work which contributed to the opening of a new level of dialogue between philosophers and psychologists. (Author/BB)

Argues that it is false to assume that morality can be taught and that increased moral sophistication will reduce recidivism in a causal sense. Suggests that the humanities are probably helpful in dealing with recidivism because they improve the way inmates "map" the world and their place in it. (Author/JOW)

The nature of skill, distinguished from habit, is sketched. Moral skill is defined as the skill, born of genetically rooted talent, which masterminds subsidiary skills into moral action (action conforming to certain moral principles). Training this skill is possible, but results will be uneven because talent varies. (IAH)

This article examines the theoretical assumptions of one type of behaviorism, currently known as social-learning theory, developed by the Sophist Protagoras. Also included is a brief investigation of Socrates' criticism of this view of psychology and his argument that it is an unsatisfactory basis for moral and citizenship education. (IAH)

The authors discuss the ethics content to be taught in nursing education and the goals of ethics education for both undergraduate and graduate students. Teacher qualifications and evaluation of learning are also considered. (CH)

A critique of widely held objections to the virtues approach to moral education addresses such problems as: distinguishing virtues; defining individual virtues; emphasizing conduct or reason in virtues; the contexts for understanding conduct; justifying the selection of virtues; and defining the scope of the virtues. (CB)

Compares "moral literacy" to cultural literacy, as both depend on prior knowledge. If we want youngsters to possess admirable character traits, then we must teach them what they are through stories and historical examples. Children cannot be expected to take messages about rules or morality seriously unless they see adults following the…

Presents seven ethical situations faced by school newspaper advisors and editors, including printing quotes incorporating vulgar language, which advertisements to run, and use of press releases. (RS)

A business ethics course aiming to depict business as a system of relationships and responsibilities covers the following areas: consideration of the moral climate of society, character development, exercise of moral imagination, and moral reasoning. The course introduces ethical theory and argument in a business context. (SK)

Examines ethics in relation to postmodernism, arguing that ethics, subsumed in the ontology of situatedness, is problematic in education and could encourage reincarnation of the violence postmodernism seeks to overcome. Levinas's work is used to argue that ethics cannot be subsumed by ontology but rather precedes ontology, highlighting autonomy…

Examines the teaching of ethics in the "Engineering Publicity" program at Massachusetts Institute of Technology in the 1920s. Suggests that students may be empowered to enter and transform their professions by examining ethical critiques of science, technology, and business within and among the professions they will enter rather than by…

The Personal Responsibility Education Process (PREP) is a grass-roots approach to character education that seeks to strengthen student responsibility. Instead of promoting one set of values, it helps schools rediscover their own values and reinforce them. A sampling of several Missouri school districts illustrates the diversity of the process and…

Discusses plagiarism and offers guidelines for its prevention. Discusses writing program administrator policies on plagiarism and how to confront confirmed cheaters. Relates actual cases, and describes situations where plagiarism was not intended by the students. (PRA)

This article describes a decade-long program of values education initiated by a public school system, with support from the local Parent Teacher Association council. The article also discusses cooperative efforts to develop and implement a program that includes the study and practical application of ethics and conduct codes. (IAH)

Schools as ethical, democratic communities are places where justice prevails, equity is cherished, integrity is a driving force in all relationships, full participation is an expectation, inclusion is a norm, resources are distributed equally, and members are allowed recourse to address grievances. Schools must teach democracy and ethics with…