Two elements of caring (the need to develop students' caring about others and caring as a moral reasoning mode) provide the framework for a study that explored possible relationships among self-esteem, gender, grade level, and caring in adolescents. Results (analysis of variance) found that all three factors were related to caring and were…

Responds to Meara et al.'s (1996) article concerning virtue ethics on the issue of applying ethical standards as a means of responding sensitively to minority groups. Questions the definition of community and reliance on community values as a guiding principle, and suggests that psychologists generally choose theoretical orientations based on…

Discusses the lack of guidance about moral and ethical issues in England's 1995 National Curriculum science documents. (MKR)

Maintains that Jensen highlights the force of an orthodox moral outlook and offers a novel theoretical framework integrating moral judgment with moral behavior through the "worldview" mechanism. Argues that Jensen's identification of an orthodox moral outlook is more successful than the theoretical framework offered and that many…

Argues that contested meanings, multiple judgments, and conflicts are part of cultures and the individual's thoughts and actions. Contends that people make moral judgments that may affirm or contradict cultural norms and practices, and sometimes invoke concepts of welfare, justice, and rights. Notes that some key aspects of Baumrind's neo-Marxist…

Investigates the ways in which young adults make judgments about two contrasting kinds of rights: moral worthiness (the aretaic) and moral obligation (the deontic), reflecting on how thinking in these areas may be coordinated with responsibility judgments and behavior. Discusses what might be gained if the aretaic domain were taken into account in…

Archival research on character education in the 1920s and 1930s in Washington, DC; Denver, Colorado; Birmingham, Alabama; and Pennsylvania, Iowa, and New York reveals that character education was an accepted goal of public schooling. Learning activities were designed to teach specific character traits. (SK)

Expresses the author's personal view of evil as considered by psychotherapeutic theories. Challenges the psychotherapeutic tendency to avoid the moral and existential dimensions of evil via the transformative language of psychopathology that allows practitioners to rely upon metaphors of disease or immaturity. Presents an inter-psychic viewpoint…

Suggests that teachers of middle and secondary students use the legal and ethical questions that have evolved around commercial advertising as a springboard to introduce students to the importance of ethical decision making in general. Discusses law versus ethics; why ethics is practically important; and ethical truthfulness. (SR)

Examines the process of leadership, historically and contextually, developing the thesis that to legitimize leadership, a moral base is essential. The literature identifies three competing political cultures ( hierarchical, individualistic, or egalitarian views). Each heightens assimilation or expands differences among those being served.…

Explores what morally reflective educational practice might look like, focusing on education as a relational human activity that has a moral dimension. Discusses: (1) instructional goals (development of character, cognitive skills, and disciplinary skills, and reintegration of knowledge); (2) pedagogy (for example, the hidden curriculum in…

Explores the nature of praxis and its impact on scholars' status in community and university. Recommends that researchers endorse standards consistent with enlightenment and modernist goals and engage in democratically transformative activism in conjunction with their scholarly careers. (Contains 103 references.) (Author/SLD)

Argues that it is not enough for children to distinguish right from wrong, they must develop a commitment to acting on their ideals. Examines the six stages of moral development. (CCM)

Considers how teachers can create discussions through their literacy curricula that will develop children's understandings of moral elements--responsibility, friendship, fairness, empathy, or hope. Discusses children responding to stories read aloud, teachers restructuring classroom dialogue, and reinforcing literacy and morality. (SG)

Examines the complex relationships among authority, power, and morality in classroom discourse, illustrating this concept by analyzing an extract from a third-grade writer's chair activity, focusing on two dilemmas of authority the teacher faced in this activity. The paper suggests that these dilemmas can best be conceptualized in terms of…