Presidential address delivered at the Annual Meeting of the National Council of Teachers of English (NCTE) in Washington, D.C. in November 1969. (DS)

Extensively discusses issues confronting young people today in areas of sexual behavior, stressing their need to understand that proper use of sex calls for commitment as a step in personal growth toward mature expression of their own sexuality. (Author/CJ)

Provides a replication of a study by Bandura and McDonald concerning Piaget's theory. Though results approximated those of the previous study, the theoretical conclusions are dissimilar. Bibliography, tables, and graphs. (JB)

Educators and students, discussing the future of nuclear age education at a symposium, generally agreed that knowledge and values are separated in society. Sources of information and of the proceedings are listed along with the Association for Supervision and Curriculum Development's (ASCD) resolution on nuclear freeze. (MLF)

Researchers analyzed the responses of second-, fourth-, and sixth-grade students who read three fables, and traced the relationship between grade level and stage of moral development. The children reflected different stages of moral development. The use of fables to elicit responses to moral questions is discussed. (PP)

Societal conditions deemed hypothetically essential to uplifting civic morality are discussed as well as the establishment of the conditions necessary for the proper moral development of the young. (JM)

The author discusses his experience of attending public school as an Amish child during the time when America was at war with Germany. Offered are five suggestions for the public school teacher who has Amish children in the classroom. (JM)

Students in the best universities do not believe in anything, and those universities are doing nothing about it. The great questions--God, freedom, and immortality--hardly touch the young. The universities have no vision, no view of what a human being must know in order to be considered educated. (MLW)

Homer's epic poetry illustrates correspondence between society's needs and the values stressed in education, while Socrates' thought uncovers contradictions between social and educational values and seeks a new form of correspondence. Examples from the Epics and Plato's early dialogues trace changing educational attitudes among the Classical…

Benefits can be gained through the introduction of principles of analysis from a moral perspective. Students should be encouraged to develop modes of moral reasoning and conduct through group discussion, values clarification, and individual expression. (CJ)

Instead of confirming John Dewey's ideas, Lawrence Kohlberg's writings on moral-cognitive development conflict with some of Dewey's principal concepts about moral development. Dewey's views of psychological growth, or development, and attainment of the good are contrasted with Kohlberg's findings. (PP)

An age-based theory of delinquency causation is developed, which assumes the importance of norms and roles specific to adolescence. The recurrent model of socialization and that assumed by traditional theorists are discussed, and their implications for the causes of delinquent behavior are examined. (Author/PN)

The importance of parental influence on the development of adolescents' attitudes and knowledge about sex and their sexual behavior is reviewed along with information about peer group influence. Ways in which families can play a positive role in their children's sex education are discussed. Open communication is stressed. (PP)