Proposes an action program for moral education in the public schools that incorporates lessons learned from the Head Start movement. Recommends a four-component model of sensitivity, judgment, motivation, and character for this program. (SLD)

A descriptive survey method was used to explore moral reasoning among 43 nursing graduate students nearing the end of their master's and doctoral programs. As a group, these students possess the maturity to reason at principled stages, to provide care independently, and to develop research careers. (JOW)

In his February 1977 article in "Kappan," Alfie Kohn criticizes nearly everyone involved in character education, asserting that the values taught in American classrooms are based on the "ideological legs of behaviorism, conservatism, and religion." Kohn should partake of humility, a commonly taught virtue. Fair treatment for…

Teachers define the social quality of conduct. Each teacher creates a moral world in the classroom that influences the greater world. (SK)

Presents the author's (she is a well known poet, essayist, and fiction writer) 10 commandments of writing that portray writing as a moral force, an ethical practice, and also mundane plain and simple hard work. The commandments are in the form of quotes from famous writers. (SR)

Examines the inadequacies of some purely justice or moral reasoning approaches to moral development in sport, especially when viewed from the perspective of virtue theory and Aristotelian concepts of phronesis and habituation, arguing that the latter approach provides more complete criteria for formulating a new model of the nature of the moral.…

Examines three techniques to overcome relativism: (1) a hierarchical view, in which the socially constructed view is superior; (2) a belief that a true understanding of personal experience will lead to political awareness; and (3) an assertion that the socially constructed view is more ethical than other views. Argues that first two approaches are…

A person is ethical or moral in doing an act if the individual acted freely; acted according to his or her duty, not for self-interest; and actively performed an ethical act. Lists the qualities of a leader from an ethical perspective. (MLF)

Teaching environmental awareness is one of the most important tasks of schools today, yet there are still considerable societal shortcomings in the area of environmental protection. Based on UNESCO's recommendations for education and the Math and the Biosphere Program, the authors drafted a theoretical model for imparting environmentally…

Introduces five articles that advocate using children's literature to explore ethical issues and behaviors with students. Constance Perry summarizes research on moral/ethical development. Linda Lamme recommends fiction and biographies with subtle messages. Yvonne Siu-Runyan emphasizes multicultural literature. Bonnie Blake-Kline stresses zigzag…

Some of the complexities of ethical practice are discussed, along with an exploration of the necessity of following such practices when recommending the nonretention of a teacher. Questions for reflection on legal and ethical issues concerning teacher nonretention are presented. (SLD)

Presents a neo-Marxist perspective on morality, showing how it pertains to the use and misuse of the culture construct. Explains the standpoint concept, and identifies issues central to morality. Maintains that moral beliefs are grounded in cultural contexts, arguing that the dominant morality in a culture justifies ruling class interests, and…

Suggests that the relationship between higher education institutions and their students is the fiduciary relationship of professional to client, not vendor to customer. Identifies distinctive responsibilities of academic administrators, among them the firm articulation of institutional goals, seeing that students are taught well, and contributing…

Competing visions for vocational education in the 20th century include Snedden's social efficiency, an instrumental skills-based approach, and Dewey's democratic approach. Skills-based education that uncritically accepts social conditions does not prepare students for democratic citizenship as well as a morally appropriate vocational education…

Discusses the implications of growing ethical issues in relation to the environment, new technologies, and scientific research. (Author/CCM)