Examines recent developments related to the teaching of values in public schools. Maintains that the character education movement supports direct teaching of a set of core values designed to foster civic virtue. Discusses the "six pillars of character" being promoted in the United States by the Character Education Partnership. (CFR)

Study explored leadership, cohesion, and demographic variables in relation to team norms about cheating and aggression. Surveys of high school and college ball players indicated that older age, higher year in school, and more years playing ball correlated positively with expectations of peer cheating and aggression. (SM)

Developmental changes and individual differences in children's conceptions of transgression were studied in 46 children from preschool through 1st grade. Differences in response to moral transgressions in kindergarten were related to mothers' control management and to siblings' friendly behavior in the preschool period, early understanding of…

Reports on a study of the influence of age and formal education on the development of moral reasoning among 215 Spanish citizens ranging in age from 12 to 48. Finds that moral development is highly related to both variables, although more so with formal education than with age. Includes five tables of illustrative data. (CFR)

Presents an extensive, nonannotated bibliography of books and articles published during 1993 and 1994 related to moral development, moral education, and social issues. Includes items on instructional strategies, moral reasoning, social values, and social justice. (CFR)

Examines how the principles and virtues of Confucianism holistically meet moral education's requirements. Discusses justice, equality, and truthfulness as Confucian principles and the character virtues (wisdom, courage, compassion, and love) necessary for living the moral life. Stresses understanding motive, arguing that the moral person desires…

Parents must help their children distinguish between wants and needs and put them in a balanced perspective. Children need to learn to respect differences in people rather than base their judgments on socioeconomic status. The article suggests ways parents can grab teachable moments to reinforce their values and decisions. (SM)

Responds to the article by Kevin Ryan appearing in this issue recommending moral values education in the schools. Although disagreeing to some extent with most of Ryan's proposals, this respondent expresses appreciation that the questions were raised, particularly with regard to teacher education and respect for multicultural values. (SM)

A discussion of ethics instruction in pharmacy practice argues that, because pharmacy students are still rapidly developing cognitively, faculty has an opportunity to help students mature and become socially conscious critical thinkers. The problem-solving process, dealing with alternative solutions, ambiguity, and flexible curriculum construction…

Outlines Thomas Jefferson's views of classic philosophical writers and various interpretations of their views on morality and epicureanism. Explains why teaching ancient and medieval political philosophy is necessary as an ethical supplement to U.S. political thought. States liberal democracy depends on the tension between reason and revelation.…

Examines the role of the hero in U.S. culture and how the social studies have treated heroes. Urges teachers to explore the ethical dimensions of superheroes. Indicates how Abraham Lincoln and Martin Luther King, Jr., for example, need to be understood in their own cultural context and in the fullness of their humanity. (CH)

Uses fables to study the moral orientation used in problem solving by 54 first, second, and fifth grade children. The following findings are reported: (1) all adopted a "care" orientation; (2) only fifth grade boys used solutions involving tricks; and (3) the ability to explain the logic of solutions was related to abstract reasoning…

Asserts that the field of moral and values education lacks a comprehensive theory. Focuses on two neglected, but essential, dimensions: (1) community, or widening circles of belonging and group identification; and (2) activity, including formal and informal education in the school as well as youth organizations and nonschool activities. (CFR)

A longitudinal ethnographic study of adolescent moral development in an Israeli kibbutz examined the process by which urban-born adolescents, "adopted" by the kibbutz, and their kibbutz-born peers are socialized into a cohesive group. Kibbutz educators support the development of democratic self-governing peer groups that foster community…

Notes the increase in violence and other negative behaviors depicted in television programs; discusses ways to ensure children are exposed to positive, quality programming. Suggests looking for programs which stimulate curiosity in learning and provide appropriate challenges; respect diversity and individuality; provide accurate, current…