Presents reasons for revitalizing the teaching of religion, specific course recommendations, and book selections which will enable students to reach a broader understanding of religion. (RK)

Analyzes the forms of moral or educative influences, and assesses the scanty evidence regarding their importance; discusses the relevance of psychology for evaluating the deterrent effects of criminal law. Contends that the questions confronting the lawyer are so specific that they ask for specific research. (JM)

Proposes that sex information should consist of sexual facts which are established as valid in the scientific community and integrated in the day to day curriculum without value judgment. (MF)

Examines, with power and warmth, the obiligations and achievements of social studies in meeting the moral, life-or-death crisis in which we are all involved. (JB)

In a clinical ethics course for junior medical students, simulated clinical-ethical cases were used to evaluate student achievement. The questions, methods of scoring, and findings of the program are examined. It is found that this can be an objective evaluation method and that the course results in increased student reflectiveness. (MSE)

Three psychological approaches to moral education are analyzed. The author discusses how the three psychological theories differ regarding their ideas of the primary purpose of moral education. (AM)

Seventy-two sixth-grade Hausa Muslim boys, with moral reasoning at Kohlberg stages one and two, were presented with moral dilemmas requiring moral reasoning above their initial reasoning stages. Experimental subjects discussed dilemmas in small groups. Discussion produced significant shifts in moral reasoning of the subjects. (AM)

To assess the effectiveness of a direct and a general instruction program, 108 educable mentally retarded children (11 to 16 years old) were confronted with a series of hypothetical temptation-to-steal dilemmas. A three-month followup indicated that the improvement made by the direct instruction group was maintained. (Author/SB)

This article relates the theory, techniques, and practice of O. Hobart Mowrer's Integrity Training Groups to developing and improving moral education. (Author/SJL)

Career government officials are often required to take a course in "applied ethics" in their graduate training. Rather than receiving a moral education that would prepare them to act responsibly in a democracy, however, they learn a peculiar sort of philosophical discourse that allows them to make sophisticated excuses for their actions.…

Responds to Daniel R. Wilson's critique of Pekarsky's article, "Moral Dilemmas and Moral Education" (Win 1980). Pekarsky advocates using moral dilemmas to improve student ethical problem-solving skills. The practicality of conceptualization and deliberation skills developed in the classroom and the transferability of cultural values using moral…

Notes that both liberals and conservatives have criticized values clarification courses on the grounds that they assume only one correct position regarding values: ethical relativism. Maintains that values clarification fails to live up to its own claims of openness and neutrality. (Author/JM)

The author describes the vandalism and theft curtailment program developed at Memorial High School in Madison, Wisconsin. The three-phase program, which includes monitoring, management, structural prevention, and long-range attitude development, was designed to respond to students at various stages of Kohlberg's moral reasoning continuum.…

Examining current opinions of moral education, the author criticizes both the notion that moral education makes explicit the hidden values in an academic curriculum and the view that education can be value-free; concluding that schools already have the only moral educationists they need--teachers. (Author/SJL)