John Wilson's reasoning--that, since moral education involves educating the emotions and certain of these emotions characterize religion, religious education falls within the sphere of moral education--is false, because such reasoning would reduce religion to morality on the grounds that religious people express emotion. (IS)

Sealey has misunderstood Wilson's position on religious education. Religious understanding must be accountable to the same forms of thought and rational procedure as other forms of understanding, such as science and history, or there is no point in attempting to teach it. (IS)

Hudson fails to satisfactorily defend his claim that young people who are not initiated into religion will grow up to be less than human. Further, because we cannot test the validity of religious beliefs by the methods used for other disciplines, religion has no place in the educational system. (IS)

Indirect and direct methods suggested for teaching ethics in an accounting classroom. (HD)

Described is a technique for introducing ethical instruction concerning scientific responsibilities in a student-centered science class activity. Students role play to decide scientific issues. Three proposed issues are included. (SL)

This character-education guide, for grades Pre-K through 12, presents field-generated, field-tested ideas for integrating character education with daily learning. The ideas are varied in design, scope, and developmental levels, and range from half-hour lessons to schoolwide events to year-long courses. Each unit (50 in all) is built on particular…

The current interest in values and social conventions stems mainly from an uneasy feeling about people whose behavior fails to live up to the social conventions that are upheld in society. Many people are calling for values and social conventions to be reasserted and education is expected to make an important contribution to this process.…

This pre- and post-test study examined value system changes resulting from a media ethics course. Over three semesters, 74 students participated in the study. They were given M. Rokeach's lists of terminal and instrumental values on the first day and again on the last day of class and asked to rank each value on the lists in terms of its…

The purpose of this paper is to engender a healthy respect for Gestalt theory and techniques and the use of the techniques in the client's best interest and in the interest of positive professional and self-development in the practitioner. An overview of Gestalt techniques is provided, concentrating on the two category divisions of experiments and…

Discusses ways to develop a program of valuing and moral development for elementary students. (GB)

Teaching about religion has never been expressly forbidden to public schools. Article presents a program for teaching and establishing the academic study of religion. (GB)

Traditional ideas of patriotism and nationalism'' are no longer accepted, and citizenship education must change accordingly. (Author/SP)

Religious and moral education have a close relationship; they should be planned together and not conceived as separate subjects in the school curriculum. Religious education cannot avoid a moral dimension, and moral education must be based on some kind of an ideology, religious commitment, or naturalistic stance for living. (Author/RM)

Two questions are addressed: (1) What are the moral constraints upon the practice of religious education? and (2) What are the main ways in which religious education can supplement and enhance moral education? (RM)

The historical and contemporary background to the Union of Free-Thinkers' attempts to gain acceptance for a new syllabus in moral education in the Finnish schools is described. An outline is given of their linguistic approach to moral education and their attempts to promote a positive identity among nonbelievers. (Author/AM)