Teachers have a significant role in the moral development of their students. They can legitimately advocate the rightness or wrongness of certain actions, and they should act as role models in this regard. (CJ)

Justifications for energy education which place a high priority on energy understanding within social systems and social education are presented and classroom opportunities for teaching about the energy crisis are examined. With regard to social studies, the goals of energy education are moral sensitivity and action. (RM)

Lawrence Kohlberg's empirical research does not, in itself, justify the claim that his higher stages of moral development are more adequately moral than lower stages; consequently, using Kohlbergian interventions to promote student development through these stages is unjustified. Empirical research, while necessary for planning and executing…

This article discusses forces that affect the professional ethics of organizational development (OD). Both driving forces and restraining forces have influenced the current status of OD ethics. These forces have operated since the emergence of OD itself, and their fluctuating intensity results in the dynamic nature of the OD profession. (SSH)

Sex education should articulate values as well as provide sexual information. A biomorphic explanation that stresses organic needs alone is insufficient for adolescents trying to cope with mature needs and emotions; instead, a psycho-organic-ethical foundation dealing with love and commitment is needed. (PP)

In the face of the threat of nuclear war, colleges must reaffirm cultural values that support human understanding. The Trilateral Commission is criticized for its opposition to the activism of "value-oriented intellectuals." (PP)

Some of the major changes and trends in ethical philosophy and ethics teaching are illustrated through an analysis of ethics primers. Changes in the field of ethics and in the development of moral awareness are reflected in the development of ethics primers. (JN)

Examined is the issue concerning teaching bioethics. Differing points of view are discussed. The author concludes that moral and ethical reasoning should be incorporated into the public school curriculum, using morally laden issues that have grown out of advances in biological knowledge and biomedical technology. (CS)

Drawing from his experiences at the University of the South Pacific, the author considers ways that the university can teach not only cognitive knowledge, but also altruism and active community concern to its students. (SJL)

In the field of science, the meaning of insight can be understood by looking at theories which deal with universal laws that have fundamental significance for the totality of matter, independently of conditions of time and space. (JN)

Beginning in the late 1960s, the sexual revolution resulted in new lifestyles, drug cultures, out-of-wedlock pregnancies, and a higher incidence of venereal disease. Many schools initiated sex education programs aimed at developing an understanding of interpersonal relationships, human development, and responsible personal behavior. (FG)

Having students read, view, or create imaginative works will not impart to them moral didactic or morally important knowledge, but such practices can contribute to moral education by extending children's visions of moral possibilities and perhaps by increasing their skills in understanding people. (SJL)

"Thinking without assent" is seen as a moral pathology within our pluralistic society. Dealing with it should be higher education's agenda. Citizens in academe can provide new convictional possibilities for a pluralistic society. (MLW)

The radical implication and conservative influence of Dewey's work as a sophisticated feminist theory is discussed using three aspects of his thought: his understanding of school as a "public" institution; the designation of morality as a "force" in the world; and his linkage of the concepts of freedom and service. (Author/SJL)

In an effort to promote consistency in moral education practices in Indian schools, the All Indian Association of Catholic Schools (AINACS) is conducting seminars to collect and classify the principle values of the world's major religions and to develop these concepts into learning activities for the appropriate grade levels. (SJL)