Explores the relationship between literary criticism and ethics by analyzing two shifts regarding ethics in literary criticism: (1) a taboo against engaging in ethical criticism, encouraged during the 1930s to 1950s; and (2) the undermining of that taboo, caused by the eruption of social problems concerning race, sex, and class. (MM)

Briefly discusses the formation of the Japanese Association of Morality Psychology and lists the papers presented at its annual meetings since 1985. Presents a survey of publications on moral development and education in Japan, organized by theorists such as Kohlberg and Piaget and themes such as moral development theory. (GEA)

Discounts arguments that students should choose their own moral values. Suggests that emphases on teachers' neutrality in moral education promote an overly rigid separation of fact and value and of moral content and moral form. Considers the formation of early moral habits indispensible to the development of moral reasoning. (DMM)

Attempts to answer the question "Can virtue be taught?"; the heart of what many experiential educators try to do. Shows that virtue exists but cannot be inculcated through any pedagogical methods, because freedom is a necessary condition for learning virtuous action. (NEC)

Discusses genocide as an historical problem. Focusing on twentieth-century events such as the Holocaust and the Armenian and Cambodian genocides. Assesses the values of the United Nations Genocide Treaty. Calls for world vigilance to prevent future tragedies. (GEA)

Presents an overview of articles written for this issue. Discusses what it means to focus on feminist perspectives of moral education and development. Suggests that conclusions about gender differences in morality are affected by methodology and that multiple methodologies and diverse samples should be employed. (DH)

Examines inconsistencies in individual nurses' decisions about ethical situations and their justifications in the light of changes due to contemporary feminism and professionalization of the nursing role. Suggests empirical identification of ambiguities identified by practitioners be added as a component of professional education. (Author/DH)

Explores characteristics of conscience in a technological society, describing conscience in the context of (1) craft; (2) membership; (3) sacrifice; (4)memory; and (5) imagination. Draws upon ancient and contemporary roots to build the discussion. Concludes with a challenge to society's institutions to provide "rootedness" and "vision" for balance…

Examines the nature of didacticism, the view that there are universal moral values that are conveyed through literature. Examines six commonly held ideas concerning the limits of didacticism in hope of providing renewed interest in its possibilities. (JDH)

Teacher educators, the author argues, should raise the ethical consciousness of preservice teachers to the multiple moral realities of the work world. Teacher educators should foster teachers' abilities to develop strategies and skills for diagnosing ethical issues and making sound ethical judgments. Examples are presented. (MT)

Draws a distinction between moral education and moral training. Maintains that a moral education should provide secondary school students with an understanding of the transcultural essence of morality which could first be approached through the writings of Plato. (JDH)

Examines the nature and significance of the relationship between race, culture and morality. Draws implications for the classroom teacher in relation to schooling generally and moral education in particular. (Author/JDH)

Reviews the contents of the March, 1985 "Swann Report" which looked at the task of educating British children for a just and harmonious multicultural society. Gives special attention to the moral and ethical dimensions of this task. (JDH)

Moral education at its most effective is philosophical education taught to elementary school children using inquiry. Children can discuss ethical issues in a thoughtful, objective, and reasonable manner. Such an education is the antithesis of indoctrination and gives children the intellectual tools they need to think autonomously about moral…

The writings of Peters on moral education span a period of about 20 years. Considered here are his recommendations, particularly in terms of practical assistance than can be derived from them for those interested in moral education. (Author/RM)