Expanding learner populations, more sensitive assessment instruments, and home-based technologies assures confrontation with moral value conflicts in the practice of educational technology. Critical questions which a developer must ask are (1) Where is the conflict in the development process? (2) What outcomes are desired? (3) Is the conflict…

Reviewed are 14 recent texts, kits, supplements, and professional references for values education in the secondary grades. A special subsection evaluates four titles for advanced secondary students on human sexuality. (SJL)

Discusses perspectives and approaches that teachers can utilize in demonstrating for students the importance and complexity of ethical decisions in the oral and written composition process. Explores the use of religious, legal, political, dialogical, situational, and human nature perspectives. (Author/GC)

Key objectives in Christian counseling are described and the counseling process is reviewed in the light of these objectives. Clients are assumed to be self-directing and responsible for their behavior, including those behavior changes facilitated by counselors. Buddhist and non-sectarian responses are also presented. (Author/BEF)

Discusses values education, institutions that teach values, and the importance of "older YA novels" about the imagined lives of present-day American kids of high-school age. (RS)

Focuses attention on how drama can be used to facilitate moral and academic development as conditioning for social action in a pluralistic society. Notes that the skills that students learn through drama may enable them to problem-solve real-life situations through such impromptu drama performances as improvisation. (SG)

Summarizes the importance of multidisciplinary collaboration in professional ethics, describes in detail the distinctive aspects of two University of Illinois ethics courses (Engineering Ethics and Professional Ethics), and discusses the pedagogical value of the collaborative fieldwork assignment in both courses. (EV)

Notes that one of the most important contexts for ethical decision-making is the nature and operation of "contemporary capitalisms." Suggests that rather than issuing a call for teaching business ethics, the author emphasizes the need for more ethical business teaching. (SG)

Explores the unstated ethics that exist in the silent space between teacher and students, highlighting Emmanuel Levinas, Jacques Lacan, and Buddhism. The paper uses the juxtaposition of west and east to help illuminate ethical pedagogy, and it argues that there is an unknowable dimension which raises the question of ethics in human relations that…

Difficulties with current models of ethics education (correct reasoning, virtue theory, directive moral education) include emphasis on reward/punishment and a presumptive bias toward abstract reasoning. Teaching a care-based ethics would promote a fuller notion of mature moral agents and broaden the school climate beyond compliance. (Contains 19…

Invites college professors to look at curiosity as an operative, intellectual virtue giving impetus to the moral lives of students. Addresses the objection that professors are simply too specialized in their professional content areas to help students develop virtue, asserting that curiosity well fostered promotes a set of other moral virtues,…

Discusses the three areas that need to be addressed when considering the most beneficial context for teaching public relations ethics: core concepts and theories; relevant ethical theories; and the context in which the theory-based approach should be taught. (MG)

While business students are not convinced that graduate school can teach ethical behavior, many are dissatisfied with the little attention it now receives and want more structured treatment of it. Others think the interest is a fad. Business schools have responded in a variety of ways. (MSE)

Responds to Peter Hobson's assertions concerning the relationship of punishment and moral education. Draws upon the writings of Michael Foucoult in suggesting that punishment in the legal sense does not fit well with efforts to develop rational autonomy. Suggests that traditional talk of punishment obscures the reality of practice. (KO)