Argues for a vision of teaching that recognizes the moral imperative to educate all students to their full potential guided by principles and standards of practice. Examines the purpose of schooling, standards-based practice, capacity-enhancing professional standards, and standards and values, explaining that teacher educators must prepare skilled…

Harold Kushner, the author of "When Bad Things Happen to Good People" (1981), insists that public schools should never advocate particular religious views nor serve as forums for debating religious values. However, shared values such as truthfulness, accuracy, personal responsibility, acceptance of limitations, kindness, and cooperation…

History (embodied in Horace Mann's "nonsectarian" Protestant practices) reminds us that today's "generalized spirituality," if encouraging students to explore the inner life and ultimate questions, will not free public schools from anti-Establishment Clause claims. However, First Amendment neutrality does not mean being neutral…

Examined adolescents' moral values in a fable writing class in 6th grade, 10th grade, and first year of college. Core values identified in the written fables related significantly to grade level but not gender. As adolescents mature, their values shift. Writing fables is well suited for studying and teaching moral values in character-education…

Examines the politically laden nature of several current school reform efforts building on proposals to bolster the economy and promote traditional values. All appear moot when considering the postmodern condition, which deprecates the quest for better science and "best" schooling conditions. Change is nonlinear and apolitical. (Contains 105…

Examines the relationship between education and citizenship in the quest for a moral "new world order" in two Scottish communitarian villages established by social reformer Robert Owen in the early 1800s. Draws parallels to current debates, focusing on Owen's rhetoric about justice and equality while maintaining paternalistic authority…

Examines several aspects of a teacher's sense of honor, highlighting: professional honor as members of a group with shared working values; social honor and self-image; scientific and pedagogic knowledge; and relationships with students. The paper concludes by discussing society's changing demands on education and how this affects teaching,…

Discusses community and morality in an international context, recommending a transnational ethic grounded in international custom and agreement and noting that the Nuremberg Obligation provides a foundation for such an ethic. The paper maintains that this ethic provides the moral foundation for a civic education cognizant of global…

Based on Aristotelian ethics, an "Adolescent Ethical Behavior in Leisure Scale" (AEBLS) was developed. Data from high- and low-risk adolescents were used to examine correlations between AEBLS scores and measures of substance use, school bonding, and dispositional leisure boredom. Results support the use of AEBLS scores to discriminate…

Discusses the three functions that teaching of history serves: (1) intellectual, civic, and moral. Warns against teaching or promoting only one function at the expense of the other two. (CMK)

GoodSport is an after-school program for grades 3-6 that uses traditional and nontraditional sports, adventure activities, reading, writing, and group discussion to promote character development in the areas of teamwork, perseverance, responsibility, respect, and fair play. Two sample activities involving group discussion and problem solving are…

Summarizes the main debate points on the issue and nature of bullies and bullying, and clarifies unresolved issues concerning the nature and limits of social competence values. Argues that variations in children's emotion processes may underlie some individual differences that have been found in empathy, social information processing, and reactive…

Identifies strategies early childhood educators can use to create an environment that encourages character development in young children. Provides reflective checklists for specific areas of character development and character education addressed: (1) content; (2) communication; (3) clarification; (4) community; (5) critical thinking; (6) context;…

Defining teachers as professionals in the same way that doctors or engineers are professionals is reductionist because such definition generally distorts the moral dimensions of teaching by using the wrong language (clients, customers), focusing on limited forms of knowledge, and ignoring the fundamental democratic character of education.…

Offers a philosophical history of the nature of public discourse, describing it as a basic constituent of human rights. Analyzes the dichotomy between the common good and tolerance and protection of pluralism. Discusses the philosophical views of Condorcet, Jefferson, Dewey, and Habermas, portraying public discourse in relation to the…