Likona's critique of comprehensive sex education oversimplifies values instruction and ignores complexities of sex and reproduction, human growth, gender roles, intimacy, and social and cultural influences. Ideological approaches to sex education fail because they ignore the realities of everyday living. (Contains 27 references.) (MLH)

Advocates incorporating the study of ethics into HIV/AIDS education programs. Offers a list of five ethical dilemmas concerning HIV/AIDS for small group classroom discussion, and outlines a five-class-period approach to the topic. (SR)

Argues that the advocate of multiculturalism as it is generally presented is rebelling against the established order and suffering from "oikophobia," a hatred of home, a frequent disease of intellectuals. The substitution of new stereotypes for traditional education must be combatted by the moderating power of thought. (SLD)

Discusses the attack on the sensibilities of adolescents by the relativized and fragmented effects of the information revolution. Argues for the importance, in light of such a social environment, for the teaching of ethics in high schools. (HB)

A group of 255 civil engineering students in cooperative education programs responded to 12 hypothetical professional ethics situations in core areas of public interest. Findings showed that (1) co-op influences change from rule-based to act-based ethics; (2) students face ethical dilemmas during co-op; and (3) students considered the consequences…

Teaching ethical values is often challenged as an infringement on students' religious rights. This article addresses key questions concerning schools' legal responsibilities, courts' treatment of curriculum-related challenges based on alleged First Amendment violations, and courts' handling of teacher proselytizing or "opting out" cases.…

Controversy over a proposed outcome-based-education package in Pennsylvania forced school reformers to eliminate explicit values instruction from the curriculum. Although respect and responsibility were agreed-upon moral values, tolerance was not. Proponents erred by failing to publicize and promote positive aspects of the reform, underestimating…

Praises Ann V. Angell's efforts to document her experiments with student democracy in the classroom but critiques the experiment as having a limited view of democracy. Provides a rationale for a broader view of democracy in the classroom and provides examples from the authors' teaching experiences. (DSK)

Attempts to place a neglected dimension of John Dewey's work into its proper context. Examines the works of Dewey, F. Matthias Alexander, and Daniel Goldman to create four domains that must be addressed by a truly comprehensive model of moral education: direct external, indirect external, direct internal, and indirect internal. (DSK)

Studies a program that used cognitive techniques to improve moral reflectivity in primary school children in Spain. Claims to have succeeded in increasing reflectivity in the experimental group in comparison with a control group. Argues that this investigation opens new ways for interventions in the field of moral development. (DSK)

Observes that educators often take for granted that toleration should be promoted in schools, especially in multicultural societies. Shows that the issue of promoting tolerance is controversial and its value needs careful consideration. Concludes that schools should promote toleration as a necessary but insufficient part of broader moral…

The superintendent of the Hudson Public Schools in Massachusetts describes educators' challenges to educate disaffected and disaffiliated youth. Recent research shows that prosocial behavior is stimulated by unity of one's sense of self and one's morality, sense of connectedness to others, and sense of meaning arising from contributing to…

Nationwide, child-murder arrests are rising while suspects' ages are dropping. Self-centered behavior is rampant. Schools should explain character-education programs to parents, get everyone's commitment, acknowledge virtuous behavior, provide adequate staff development, seek moral lessons in every class, and distinguish moral debates from…

Reviews a two-horned dilemma faced when teaching values in the humanities classroom. Identifies the two horns as the demand for traditional value-centered education and the rapidly shifting cultural patterns of postmodern society. Explains an approach to value-centered education developed for use in an introductory humanities course. (DSK)

The Character Education Partnership aims to surround students with an environment that exhibits, teaches, and encourages practice in internalizing and exemplifying needed social values. Ten schools selected for a recent study illustrate successful efforts to build caring, respectful, and responsible children and adults. A sidebar lists 11…