College faculty live and work in four cultures: that of the academic profession, the discipline, the academy as an organization, and the institution type. Each of these influences how they function in the organization. Colleges should recognize and build on the sometimes conflicting cultures. (Author/MSE)

Student culture exerts significant influence on many aspects of college life by determining the kinds of people with whom one spends time and the values and attitudes to which one is exposed. To encourage attitudes and values consistent with the institution's educational purpose, cultural elements must be discovered and understood. (Author/MSE)

The American Association for the Advancement of Science (AAAS) has necessarily played a major role in the debates over choices and responsibilities arising from the advances of science and its applications in a rapidly changing world. The editor of this volume has selected articles, editorials, and letters from the AAAS journal "Science," from…

Contends that the concept of levels of moral maturity in psychology focuses on character formation in children's development. Asserts that virtue theory in ethics can be helpful in pointing out the ethical implications of current work with children. Argues for the usefulness of ancient ethical concepts. (CFR)

Argues that effective sociomoral group treatment programs must not only motivate but also remedy the limitations of antisocial youth who would help one another change. Proposes a program with program implementation, outcome evidence, and a plea for program evaluation. (CFR)

This document presents a comparative analysis of education in Japan and the United States. The report explores differences between U.S. and Japanese culture. While the United States may be characterized by its diversity, Japanese culture is distinctive in the extent of its uniformity. Japan, moreover, has a highly centralized educational system;…

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)

Reports on surveys comparing personal and moral values of 89 Saudi Arabian and 96 British adolescents. Finds that Islam has a profound impact on the values of the Saudi students, whereas religious views have only a limited effect on the British students. Also finds that the British students place a higher value on friends and family. (ACM)

Contends that there are three broadly held views about sport in relation to moral life: (1) the positive view; (2) the neutral view; and (3) the negative view. Discusses issues of morality and moral education and concludes that the positive view is accurate because the concept of fairness is inherently concerned with ethics and morality. (CFR)

The Cooperative Institutional Research Program (CIRP) database based on the American Freshmen Survey provides data for use in making marketing and management decisions in colleges and universities. This paper describes an operational cooperative model for managing and exploiting the data that CIRP makes available. The paper also offers an example…

Argues that advocates of content-based art education and other art educators attempting to move art to a central place in the school curriculum are struggling against unrecognized social realities. Concludes that competing value structures of creativity versus acquiescence and originality versus conformity are responsible. (CFR)

Asserts that issues of equality and equity are important to teachers and school administrators. Reviews previous research and reports on interviews with students about their conceptions of fairness. Includes a table illustrating how students develop conceptions of fairness and a class survey. (CFR)

Reports on a study of the comparative philosophies and practices of secondary teachers in schools in New York State and near Moscow, Russia. Finds that teachers have two value orientations: (1) toward the school culture; and (2) toward each person's individual values and ways of thinking. (CFR)

Reviews research on students' concepts and theories of fair and effective educational practices. Asserts that students are insightful critics of schooling and hold different theories about how schools should be defined. Maintains that moral education programs could encourage students and teachers to negotiate fair classroom practices. (CFR)

States that the importance of higher education on Great Britain's economic and social fortunes is appreciated by academics but not by the general public. Reviews public relations efforts by universities in France, Germany, and the United States and recommends more effective public relations efforts by British universities. (CFR)