Provided is a review of how values education has been defined, the three general categories of methods used to teach values education (values clarification, values analysis method, and Kohlberg "moral development" theory), and applications to the biology classroom in textbook selection and topic inclusion. (CS)

All education is based on a middle-class morality that finds its psychoanalytic equivalent in a reality principle which insists that present pleasure must be largely foregone for greater gains in the future. Schools, however, have yet to develop ways to teach low-income students this middle-class value. (Author/GC)

The author discusses the moral and religious qualities necessary to leadership in Catholic education and the responsibilities of the Catholic educational administrator to the Church and to the family. (SJL)

Argues that critics of the family are vague about what they plan to put in its place beyond "liberation" and "openness." Holds that without the bourgeois family and the virtues it nourishes, democratic self-government does not seem possible. (Author/GC)

Results of a study indicate that pharmacy does not have a characteristic value orientation, but business-oriented values predominate over altruistic ones. Present students seem to have higher social and lower economic values than professionals, and females in pharmacy hold higher social values than females in general. (MSE)

A near-replication of Eppels' sentence completion test study of teenagers' moral attitudes in the early 1960s was conducted in 1976-77 in urban and suburban areas of England, Scotland, and Australia. Comparisons are drawn across time and, for the newer data, between societies and between the sexes. (SJL)

The elderly death rate is somewhat higher than the death rate in general. Numbers of schools with gerontological curricula and frequency of death education courses are positively related to elderly death rates. The contention that elderly deaths have less social impact is not supported. (JAC)

William James, Kierkegaard, Kant, and Arnold, among others, warrant attention as the responsibilities of colleges for the moral education of students are reassessed. It is suggested that the issue of culture as a moral enterprise is at the heart of the argument. (Author/MSE)

While John Dewey and Bertrand Russell share certain fundamental similarities in thought on many major social issues, it is in their educational thought that the disparity is most evident. (JN)

The relationship between sexual experience and contraceptive attitudinal responses to a birth control film is examined. Significant group differences were found regarding reinforcement of sexual attitudes but not for contraceptive attitudes. (JMF)

Personality profiles of 158 male and female Canadian university freshmen were compared across dimensions of religious orientation and religious affiliation. (Author/DB)

Educators can strengthen students' commitment to the value of human dignity by openly affirming the homosexual teacher's right to teach. Common myths concerning homosexuality are explored and a history of homosexuality in education is given. Cultural, religious, psychological, and physiological points of view on the question of homosexuality are…

Current social studies programs do not include the study of prosocial behaviors such as altruism, generosity, and compassion. This omission legitimizes the view that human behaviors are self-serving. Curriculum developers should fashion programs which provide prosocial models and opportunities for students to conceptualize such behaviors and…

The author critiques John Wilson's view of moral education for being too linear, ignoring the complexity of moral development. He proposes a more generalized moral education, with greater emphasis on affect and social context. For Wilson's article, see "Journal of Moral Education," p3-9, Oct 1979 (EJ220532). (SJL)

Twelve randomly selected Newbery Award books were evaluated by 21 judges according to the stage and level of moral reasoning that the protagonists used to resolve their moral dilemmas. It was noted that male protagonists resolved all dilemmas at higher moral stages than female protagonists. (MKM)