Describes Kohlberg's interview test and Rest's Defining Issues Test and indicates that these are usable, reliable ways of assessing an individual's moral judgment development level. Evidence for accepting a developmental sequence in moral judgment is presented. Impressions about educational intervention are offered. (Author/CC)

The author suggests making the valuing experience a daily part of classroom life through building children's self-concepts, permitting them to make (and live with) many choices, and encouraging active discussion of real moral situations as they arise. (Editor)

In response to Richard Morrill's essay on values education, the diversity of the verbs used to describe values education is discussed. Focus is on diversity in diagnoses and pedagogical goals as well as the range of strategies used by those who recognize the diversity. (Author/JMF)

Past work in the field is examined at four levels: the social structural, the institutional, that of action and the social psychological in both the psychological and sociological traditions. Moral choice is analyzed into three components with each component applied to moral education in an attempt to indicate worthwhile future directions for…

Shares with the reader a brief review of the state of the art in moral education and indicates areas which require further development. Catholic schools, as participants in moral education from the time of their foundation, are singled out for their actual and potential contributions to the field. (Author/RK)

Discusses three ways of teaching values--fundamental indoctrination, values clarification, and an approach based on Kohlberg's six stages of morality--and warns of potential parental reaction to the methods. (IRT)

Students must be encouraged to develop the motivation to struggle with the most profound and serious questions in life. Education for moral literacy assumes that what is morally right and wrong can indeed be known and promoted. (Author)

Outlines a theory of drama as ethical education. Discusses how the concept of positioning can complicate the view of the ethical dimension of ongoing interactions in and out of role. Reveals how dialogic sequencing can create conditions in which students may begin to re-examine the ethical assumptions of their discourses. (PM)

A teacher integrates character education into content lessons by lacing a "character cocktail" with community, manners, and ethical decision-making. (MLF)

Argues that Francis Ryan's article, "Unmasking the Face of Narcissism: A Prerequisite for Moral Education," holds a mistaken view of morality and moral reasoning. Suggests that moral principles have not necessarily been based on self-denial and self-discipline. Argues that the literature on moral education discussed in the article is…

Reflects on the ways in which children develop character as well as ways to foster moral development in elementary education communities. Includes a brief discussion of Robert Coles' documentation of moral intelligence in children, and lists several ways to aid the moral life of children in Montessori classrooms. (EV)

Discusses whether virtue can be taught, presenting the intellectual history of virtue and speaking to the relevance of the four cardinal virtues to a university student's life. Asserts that perhaps virtue cannot be taught, but it is something that students learn or fail to learn. Suggests that professors are responsible for providing the right…

Responds to the assumption that it is too late to teach virtue in college, noting that Aristotle considered intellectual virtue essential to the cultivation of excellence. Asserts that university education ought to embrace the cultivation of intellectual virtue in students, proposing that by helping students see the pursuit of knowledge as a…

Discusses education in virtue, inviting college professors to see themselves not as "meddlers" in students' private lives but rather as interlocutors who prompt students to examine their desires--not simply what they hope to gain, but who they hope to become as a result of their university education. Focuses on the philosophies of Plato,…

Suggests ways of incorporating ethics across the undergraduate public relations curriculum. Reviews current coverage of ethics in public relations principles, writing, cases, and textbooks. Suggests other methods that teachers can use to incorporate ethical pedagogical tools in all public relations courses in an effort to develop students' ethical…