Teaching children "knowing that" something is right or wrong is probably worthless. Meaningful values education--knowing how--is best done by example, by parents and educators conducting themselves morally. (SK)

Examined relationship between gender and moral orientation (care or justice) and between gender and judgment preferences (thinking or feeling). Findings from 366 undergraduates revealed gender differences in feeling/thinking preferences, with females more feeling oriented and males more thinking oriented. After controlling for preferences, found…

Gifted adolescents who attended a one-month intensive summer institute were administered the Defining Issues Test, which measures levels of moral development. Results indicated that the students (n=167) received scores above the norm for their age range. (Author/JDD)

Contends that integrity is as vital to effective living as it is to effective leadership. Discusses vital clues for Western culture on how to develop and maintain personal integrity. Discusses limitations of current leadership training and examines the powerful insights provided by the paradigm of the addictive process. (Author/NB)

Maintains that Shweder, Helwig, and the other respondents to Gabennesch attribute to Gabennesch a denial of moral law and that this is a misinterpretation of the argument. Maintains that the critics deny the implications of the social construction of reality, leading them to reject the concept of transparency. Describes alleged shortcomings of the…

The transmission of moral values has been one of public education's oldest endeavors and is currently one of its newest controversies. Today's complex arguments for and against ethical instruction in schools can be divided into three categories of issues: philosophical, political, and pedagogical. Secondary school leaders are in a key position to…

Argues that the field of moral psychology is theoretically skewed and lacks a comprehensive model of moral functioning and a compelling conception of moral excellence. Contends that common language understandings of moral maturity are inherently interesting because they affect everyday moral functioning. Concludes that disjunctions between…

Discusses narcissism, child-rearing practices that lead to child-centeredness, and social insensitivity and their implications for instruction. Considers moral education and the moral sense; cultivating the moral sense through technology; and idea and product technologies. Also includes a commentary on the article by Jonathan Ross and a response…

Gives an overview of trends in correctional education and describes a successful program in Delaware that focuses on teaching moral reasoning in addition to academic skills. Describes how the program was designed and offers contacts for those wanting to initiate similar programs. (JOW)

Examines the distinctions and interrelations between necessary and contingent knowledge and relates these concepts to the distinction between scientific and empirical validity. Considers how these distinctions can be applied to an understanding of morality, arguing for a relational rather than absolutist approach to questions of necessity. (JPB)

Discusses character education as a component of the middle school curriculum. Considers a character analysis technique that allows teachers to assess students' values and needs. Presents curriculum application strategies for implementing the program. (JPB)

Uses metaphors to describes roles needed in civil society: the Knight embodies vocational virtues, the Queen is a person learning to act a citizen of a nation-state, and the Archangel seeks to fulfill the moral qualities of a human being. (SK)

Explores the moral domain from a religious educator's perspective in terms of the four distinct yet interrelated processes of awareness, reflection, making commitments, and conduct. Offers suggestions for helping people to name and understand everyday moral concerns from a Christian perspective based upon this four-component model. (VWC)

This paper proposes a lifespan developmental model of critical moral consciousness and examines its implications for education in childhood, adolescence and adulthood. Mature moral consciousness, central to negotiating the challenges of the 21st century, is characterized by a deepening lifelong integration of moral motivation, agency and critical…

We ask three questions: What are the components of young children?s conscience? How are they organized? How does early conscience develop? We discuss the changing perspectives on each of those questions. We describe the shift from a focus on a single component of conscience (moral emotions, conduct, cognition) to a growing emphasis on their…