Author shows that teachers cannot remain effectively detached from the moral education of their students. (Editor/MB)

The data collected would argue for a continued effort in providing appropriate educational programs to facilitate students' learning and understanding about human sexuality. (Author)

A discussion of Lenin's view of individual moral requirements in a communist society. (JB)

Examines the current status of school-community cooperation in the character building and socialization of youth, and makes suggestions for improvement. (JB)

Provides selections from history, mythology, children's literature, current events, and journalistic accounts that may be used as classroom materials in teaching the value of honesty. Includes a bibliography of resources on honesty. (MJL)

Sixth-grade students explore the underlying issues of two versions of the Golden Rule, the negative one viewed by Confucius as a moral prescription and the positive one viewed by Jesus as a religious prescription. (Author/RM)

The French philosopher Alain believed passionately in the importance of moral education as a fundamentally secular enterprise. Reasons for his influence and a critical assessment of his views on the teaching of citizenship, social ethics, sociology, literature, and good manners are presented. Concludes with implications for moral education today.…

Discusses the difference between sentimentality and compassion and provides various literary excerpts, drawings, photographs, and a list of additional resources that can be used in the classroom to develop compassion among students. (GC)

Contrary to the claim of Lawrence Kohlberg that moral virtues are arbitrary standards of character, it is argued that the moral virtues and judgement are indispensible to one another and to the development of moral character. The case is made by a careful analysis of the concepts "habit and virtue." (Author/SJL)

Criticizes R. M. Hare's theory of moral thinking. Hare identifies two levels of moral thinking: critical and intuitive thinking. The author argues that Hare's theory suggests a double standard and makes moral conflicts appear trivial. (AM)

Because American pluralism has its roots in freedom of conscience, the Constitution places most questions of morals and ideology outside the scope of governmental power. In a democratic society, however, schools must accept responsibility for transmitting to students those values that will help to perpetuate a democratic form of government.…

The author questions the "why" of morality and argues that the status of moral rules as ultimate values necessarily puts them outside the scope of rational, nonindoctrinating teaching. A start is made on elaborating a justifiable basic value frame from de facto needs and wants. (Author/SJL)

The author seeks to define ways in which the study of literature may contribute to moral education in the public schools. He considers various theories of literature as to the role of morals in determining aesthetic value; definitions of the morally integrated person; and the question of religious literature. (Author/SJL)

Discusses an experiment in moral education at the Cluster School, Cambridge (Massachusetts). Concludes that for those aiming for the application of moral reasoning to the life of the school, the just community approach may prove most promising. (Author/WD)