The concept of morality in American schools needs revising. Caring should be the moral orientation to teaching and the aim of moral education. Teachers and students should spend more time modeling, dialoguing, practicing, and confirming so that trust will develop. This model can also encourage collaborative inquiry between teachers and…

Stating that educational campaigns are mandatory, prudent behavior required, and limited screening and quarantine recommended, Evans addresses two questions: (1) Will a religiously based sexual ethic help prevent AIDS? and (2) How should we respond to the person with AIDS? Concludes that religious education must replace fear of AIDS with…

Explores some dilemmas religious people face because of the phenomenon of electronic communications including television, video, and radio. States that people must critically judge these media, aided by religious and aesthetic criteria, so that they may control such communications instead of being controlled by them. (GEA)

A discussion of jurisprudence and legal philosophy examines twentieth-century developments in four areas: the relation of law and morality, the nature of legal rules and legal concepts, the nature of judicial decision making, and the relation of law to the social sciences. (Author/MSE)

Introduces a three-dimensional framework for examining moral development interventions consisting of the target of intervention, type of intervention, and intervention approach. Provides examples of specific strategies for each category included in the framework. (Author/KS)

Issues related to technological advances for the severely handicapped are discussed, including obstacles to the use of adaptations and technological devices; strategies for selection, design, and use of technological devices; an approach for incorporating technology into the integrated team planning process; and ethical/philosophical concerns that…

Argues that successful education must include teaching children to care. Outlines how a caring capacity can be developed and incorporated into educational methodology through action oriented projects. (BSR)

Through a feminist perspective of caring, this article examines the differences between masculine and feminine views on good and evil. Argues that analysis and articulation of the feminine view may contribute significantly to an understanding of moral issues and a reformulation of educational practices. (Author/DH)

Nisan responds to Turiel, Nucci, and Smetana's (1988) critique by stating that it merely serves to emphasize the difficulty involved in distinguishing between the moral and the conventional without reference to the cultural meaning of the act. (PCB)

Examines the obsession with gruesome, nightmarish situations in Victorian children's literature. (SRT)

Describes examples of adolescent behavior which parents and school personnel find obnoxious. Explains why intelligent, reasonable, and well-adjusted teenagers periodically behave in this way, as something that is developmentally inevitable given the uneven development of competencies in several important areas. Adolescent incompetencies in four…

Examines a high school literature censorship case, and challenges the assumption that values can be "absorbed" through emotional engagement with a "transparent" text. Concludes with guidelines for avoiding indoctrination by viewing literature as the construction of fictional worlds whose values are decoded by calculated acts of…

The "critical" and "established" positions on university morality leave important questions unanswered. A revised position distinguishing between the corporate and intellectual bodies of the university is offered. Three social conditions for maintaining a value-rational debate are proposed. (Author/MLW)

The goals of applied ethics courses are examined in relation to the stimuli for initiating such courses, the settings in which they are offered, and the nature of moral agency and development. A typology of possible goals is offered, and current testing methods are discussed. (Author/MLW)

A study assessed emotional needs of gifted children (N=46) and matched non-gifted peers by evaluating their responses to vignettes of children in psychosocial dilemmas. Gifted children more frequently assigned internal attributions of blame, reflected heightened sensitivity to protagonists' feelings, and used moral reasoning based on recognition…