Discusses possibilities of ethical perception. Contrasts rationally based views with theories from narrative and feminist ethical points of view. Suggests that theories of aesthetic perception may be similar to the nonrational moral theories. Concludes that the function of the arts may be moral illumination because of the relationship between…

Describes the schools established and operated by the Dutch Reformed Church in the Netherlands from the sixteenth to the twentieth centuries. Contends that the neo-Calvinists created a form of moral education consistent with their religious beliefs. Argues that ordinary citizens were still broadened intellectually and socially by these schools.…

Argues that decency and good manners are not optional but essential ingredients of a democratic society. Discusses examples of decency and good manners in relation to citizenship education. Claims that there is an implicit and explicit role for schools to teach decency as part of the curriculum. (CFR)

This paper discusses the concept of literature as a moral laboratory in which author and readers run complex thought experiments about human actions and their consequences. The paper warns that discussion of the role of literature in building moral character and moral communities needs to be based on a better understanding of what literature is…

If educators are to fulfill their responsibilities to gifted children and youth, they must come to grips with related issues and questions when planning curriculum and instruction to prepare children and youth for the future. Among those issues and questions are: comprehensive curriculum planning for gifted children; total curriculum planning (as…

Issues of morality and children are examined. Information on moral judgment research with children is discussed with implications for educational interventions. Research suggesting that characteristics of moral dilemmas and solutions are related to sex and grade is presented. Areas to be pursued in research and practical application are…

Explores the analogy between teaching writing and teaching virtue and concludes that teaching writing with its focus on practical reasoning and prudence is bound up in similar ways with teaching moral goodness. (PD)

Reports published by the New Zealand Department of Education and other agencies there illustrate the connection which can prevail between human relations education and a failure to consider critically the ethical issues involved in sex education. A philosophical discussion of love and justice and their relationship to sex education follows. (PP)

The relationship between moral thinking at the level of specific rules and precepts and at the abstract, universal level is discussed, and it is argued that the first-level virtues are as necessary as those based on abstraction. The demands of education for moral life in a pluralistic society are considered. (PP)

Instruction in democracy is not primarily a matter of arbitrarily imposing our society's ways on immature individuals. For Dewey, the interests of a democratic society lie in maximizing the potential of the individuals constituting it. Both the social system and the educational process are responsible for contributing to individual development.…

Explores two dichotomies that depict moral education and examines the strengths and weaknesses of the four principal orientations to moral education. Provides an integrated theory of moral education that incorporates both sides of each dichotomy providing necessary dimensions to research, theory, and practice of moral education. (Author/DB)

Describes and comments on rationale for moral education under socialism in Soviet Union. Discusses current Soviet children's literature as attempt to systematize and coordinate moral education and political socialization in elementary and secondary schools. Cites evidence of reconstructionist ideology in curriculum and planned educational…

Three theoretical perspectives on moral development and education are analyzed: individual (Kohlberg's theory of justice reasoning), interactional, and sociocultural. A continuum of six options for educational intervention is outlined, including the teacher as socialization agent, negotiation strategies, structured interventions, and an explicit…

Outlines three factors that have influenced moral education during the past decade in the People's Republic of China: traditional Chinese ethical principles, Marxist-Maoist ideology, and contemporary needs. Contends that traditional morality and modern socialism place heavy emphasis on character building and in instilling the virtues of…

Briefly surveys the history of moral education in Japanese public schools. Reviews current government policies by examining directives from the Ministry of Education. Presents recent research findings about student attitudes. Places moral education in the schools in a cultural context. (DB)