Clarifying values through physical education is one way to make classrooms and gymnasiums more relevant to a world of change, confusion, and conflict. (JD)

This study investigated the effect of manipulating social factors by role playing instructions in a moral judgment task administered to children aged 7-10 years. (GO)

Moral education is seen as being concerned with three concepts (good/bad, praise/blame, right/wrong) from which Kohlberg's stages of moral development addresses only the second. (MJB)

Discussion of the debate in the information science profession over whether a code of ethics would be useful presents sample issues and places them in historical and philosophical frameworks for considering the tension between knowledge and power. Practical guidelines are offered to help information professionals act out of wisdom. (Author/EM)

Discussions of disability should be within a clearly-defined moral framework if the disabled person's rights are to be translated into society's duty to the disabled. An ethical system based on modern versions of utilitarianism is suggested as a moral framework, supplemented by prescriptions based on social justice and respect. (Author/CB)

Examines two positions on schools giving value training to adolescents: teaching moral reasoning and teaching traditional values. Attempts to establish a significant common ground between the two positions. Encourages educators to incorporate elements of both positions in the moral education process. (Author/NB)

It is argued that liberalism is rejectable by reasonable people and that inculcating liberal beliefs in the minds of children is, therefore, inconsistent with liberalism. In particular, R. M. Hare's defense of teaching liberal morality as being consistent with liberal morality itself is attacked. (Author/RM)

Callan (Journal of Moral Education, Jan. 1985) argued that liberalism is rejectable by reasonable people and that inculcating liberal beliefs in children's minds is, therefore, inconsistent with liberalism. In this reply, the author argues that making distinctions between different senses of "reasonable" and "liberalism"…

Author describes how psychologist Lawrence Kohlberg's work has been influential in a different line of research than Kohlberg's own, sharing observations of the impact of Kohlberg's work on the field of moral education and on the author's own work in the field. (Author/NB)

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)

Considers the evolution and present status of the field of communications as a perspective from which to evaluate future directions. Expresses concern that technology may cut off the roots out of which theories of argument, language, interpersonal communication, and ethics and values have grown. (MS)

Maintains that the individualistic, values-neutral, and information-based strategies often used to justify and promote health education fail to recognize structural inequalities in society which influence the health of individuals. Advocates an alternative justification based on the socioeconomic determinants of health and illness. (Author/JDH)

There is mounting interest among educators in the concept of virtue, leaving a large question of how best to deal with tensions between self-regarding virtue ideals and other-regarding obligations. Two concepts of democratic virtue are presented. How educators should proceed is discussed. (MT)

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…