Discusses the establishment of school environmental awareness areas: what decisions are to be made and what kinds of activities can be carried out. (Author/SDH)

Describes the development and testing of an objective measure of moral development, based on Kohlberg's moral stages. (DP)

This study examined the relationship between parents' use of a person oriented disciplinary technique and their children's use of moral intentionality. Person oriented parents were characterized as those who emphasize their children's needs and intentions, in contrast to position oriented parents who expect children to adhere to socially accepted…

This study investigated the relationship between a reader's level of moral development and his preferred mode of response to literature. It was prompted by a common concern of high school English teachers: the difficulty experienced by many adolescent readers in responding to the secondary literature curriculum through an interpretive mode. The…

This paper examines the place of morals and values in the early school in the North West Territories (1885-1905), and in Alberta and Saskatchewan (1905-1945). The purpose is to determine whether values and morals have always been a part of the goals and/or curricula of the Canadian public schools. Department of education annual reports, curriculum…

Reports results of a Phi Delta Kappa survey on moral education, showing that educators have concern for rising crime and declining family life and expect family and church to conduct moral education. (DW)

Discusses implementation and evaluation in moral education pilot projects in Canadian elementary and secondary schools, emphasizing the role and impact of the teacher in teaching of values. (DW)

A comparison of content and procedures for teaching morality to the young in countries with contrasting political systems. (Author)

Discusses the school's role in fostering moral development among its students. (HMV)

The purpose of this paper is to suggest some reasons why feelings are important to study as a part of K-12 social studies and to suggest a few ways this might be done. Reasons why feelings should be taught include the following. Knowledge of how people feel in various situations, as well as knowledge of the forces and factors which bring such…

An interview taped in 1978 with Constance Kamii, a child development researcher who studied Piagetian theory at the University of Geneva, is presented in this document. When asked what teachers of young children should keep in mind, Dr. Kamii talked about teaching to the child's level and cautioned against dealing with symbolic materials, advising…

Piaget's and Kohlberg's interview and scoring methods for assessing moral judgment in children were empirically compared. Based on cognitive development and social learning theories, six hypotheses were tested on 139 elementary school children. After being interviewed, the children participated in a moral conduct task. Multiple linear regressions…

The study attempted to determine the effects of chronological age (CA), mental age (MA), IQ, sex, and the content of eight Aesop's Fables on the ability of 56 mentally handicapped children (26 boys, 30 girls; 7 to 18 years old) to interpret the stories' morals correctly. After reading the fables, which were chosen to illustrate the virtues of…

This book examines six models of moral education: rationale building, consideration, values clarification, value analysis, cognitive moral development, and social action. The public is demanding that schools become increasingly involved in moral education. More than two thirds of the respondents to 1975 and 1976 Gallup polls on education stated…

This paper reports findings on relationships between fifth graders' responses to school-specific moral issues and to Kohlbergian moral dilemmas; between their stage of moral reasoning and their moral conduct as rated by teachers; and between teachers' ratings of the children's moral behaviors in several specific areas and teachers' overall…