Examines the philosophical foundations of Freire's view of liberation education, outlining a more consistent historicist interpretation that retains the liberating power of modernism and its critique of dehumanization. Recognizes the malleability and contradictions of identity, embraces epistemic uncertainties and varieties of reason in knowledge,…

Presents a view of ethics and morality as they may relate to the field of professional education. Defines ethics (identifiable values of individuals) and morals (identifiable values of social and culture-specific groups) as distinguishable but not separate and mutually exclusive normative theories of human conduct. (MLF)

A survey of 188 Saskatchewan educational administrators and 20 interviews examined administrators' a priori definitions of "ethical." Definitions focused on external versus internal sources of ethical authority and on behavioral versus rational constructs and were often concerned with the reflection and alignment of community values and…

Discusses the liberal-communitarian debate from the perspective of moral philosophy, examining strengths and weaknesses of liberal and communitarian moral thought, noting implications for education, and arguing that reconciliation requires developing criteria for determining what conditions merit support to maintain and reproduce each culture's…

Examines how the concepts advanced by critical theorists exemplify democratic leadership. The concept of democratic leadership is explored as a moral imperative of human issues, and the implications of leadership behavior that emulate the principles of democracy are discussed. (SLD)

Discussions about the ethics of migration require both a realistic approach that focuses on what is possible given the existing realities and an idealistic approach that requires policymakers to assess current reality in light of the nation's highest ideals. Migration issues require a full range of perspectives. (SLD)

In different ways, J. Carens and M. Weiner have overlooked important ethical issues raised by the human migration phenomenon. Weiner avoids moral issues in his conceptualization of alien admissions, and Carens focuses too intensely on the issue of whether national borders can be justified or not. (SLD)

Explores the concept of a "just deserts" justice paradox in which carrying out a deserved penalty breaches the values that undergird the theory of just deserts. Examines whether it might ever be proper, from a desert perspective, to choose not to impose a deserved punishment. (KW)

A naturalistic study of seven elementary teachers revealed they were keenly aware of teaching's moral and relational purposes. Teachers recognize the importance of consistent classroom management that respects children, caring relationships, and commitment to professional growth and collaboration with other teachers. Administrator support helps…

Discusses scientific ethics and gives examples of moral rights and wrongs. First published in 1991. (YDS)

Discusses a Christian adventure program that uses quotations and stories from the New Testament to tie group experiences to Christian teachings about loving one's neighbor, taking risks, working together, respect, actions in a crisis, unselfishness, contemplation, reflection and prayer, and forgiveness. Emphasizes the experiential teachings of…

Explores the rise in student cheating and evidence that students cheat less often at schools with an honor code. Discusses effective use of such codes and creation of a peer culture that condemns dishonesty. (EV)

Sewall argues that Alan Singer's denial of religion signifies a crabbed, intolerant view of human nature. Wright reaffirms his observations about universal values like the Golden Rule and the Ten Commandments. Lickona values religion's role in U.S. history, and Nord says religious viewpoints aid in understanding nature. (MLH)

Presents suggestions for practical applications of character education in the early childhood setting. Notes ten childhood characteristics essential for early moral development, including self-control, moral reasoning, honesty, and social skills. Explores five core strategies that may be applied to the classroom: induction, nurturing and support,…

Considers what elements might contribute to a clear pattern of moral action in a young person who is "morally gifted." Proposes a preliminary framework for understanding unusual moral action and questions to explore. (Author)