Conceptual encounter methodology has been used to investigate the experience of anger. With this method, investigators have attempted to construct an abstract structure that describes essential features of the experience being investigated. People are interviewed about concrete examples of the experience, given the abstract conceptualization, and…

Homosexual cognitive victimization is a term which emphasizes social evaluation of sexual behaviors judged in terms of sexual preference. Individual differences in cognitive victimization of homosexuals were examined in two studies. In the first study, undergraduate students (N=78) completed Likert-type rating scales measuring homosexual cognitive…

A 20-year study to monitor moral developmental stages is summarized with a focus on the invariant sequence and internal consistency of each stage. It is theorized that an individual passes through several stages in attaining moral judgment. As children grow older, they are able to integrate diverse points of view on a moral conflict. Each stage…

Alice Miller, the former psychoanalyst, has gained world renown for her controversial and provocative writings on child rearing. Miller contends that traditional child rearing practices--in schools, ecclesiastical settings, and the family--consist of physical and emotional cruelty that she labels "poisonous pedagogy." According to…

This article identifies, describes, and demonstrates theoretical and methodological developments through a study of policy cultures in six states (Arizona, California, Illinois, Penneylvania, West Virginia, and Wisconsin). (CB)

Provides a developmental interpretation of some of the differences in peoples' responses to art. The interpretation is based on a theory that focuses on how people understand paintings. Identifies a five-stage theory of aesthetic development and illustrates the typical stage responses of people viewing the Ivan Albright painting "Ida." (JDH)

Examines the relationship of moral judgement to moral action as well as to certain cognitive style variables. A total of 134 male and female eleventh- and twelfth-graders completed measures of moral judgement, field dependence-independence, and other variables, and nominated teachers who then rated the students for tendency to evidence morally…

Criteria are set forth for a philosophy that could contribute to advancement in educational administration. Three broad areas are covered: (1) the ideas and methods of educational administration; (2) communication and verification in the field; and (3) values and the normative side of education. (TE)

Takes issue with Lawrence Walker's literature review on developmental and individual differences in moral reasoning which found no consistent evidence for sex differences in moral development. Argues instead that the source and specific nature of these differences have yet to be established. (HOD)

Argues that moral education and science education are mutually relevant to each other; both imparting propositional knowledge and fostering the acquisition of certain virtues or propensities to behave in certain ways. Illustrates the importance of moral decision making within science and shows how science education and moral education may be…

Maintains that too "open" approaches to moral education and too "closed" approaches to science education result from the failure of both disciplines to reflect on their rational foundations. Consulting the recent work of philosophers and other theorists seeking to elucidate the foundations of disciplinary knowledge may correct present excesses.…

Outlines criteria for selecting books for a unit on moral thinking and presents a generic study of questions and activities to accompany a wide variety of appropriate books. (HOD)

Compares the performance of 38 early childhood educators on real-life moral decisions with their hypothetical moral knowledge. The phenomenon of inconsistency between the two types of moral knowledge is explained. (Author/CI)

Four teachers offer definitions, experiences, and opinions relating to the teaching of moral values in the classroom. (EL)

Naturalistic observations were made of "remedial interchanges" that occurred among kindergarten through fourth-grade children in open classrooms. Three approaches to development of moral judgments were considered: attributional, cognitive developmental, and symbolic interactionist. Data showed limited to no support for these theories and…