This article reviews the research applications of Dr. Lawrence Kohlberg's theory of moral development and moral education. Included are studies conducted in both juvenile and adult correctional settings. (Author/CT)

Major theories of attitude change are explained: stimulus-response and reinforcement theory, functional theory, social judgment theory, and consistency theory. These theories are applied to the problems of influencing staff toward implementing a program of moral education. (Author/SJL)

The theories of moral development of Lawrence Kohlberg and Carol Gilligan are compared and applied to a model which uses children's literature in the moral education of gifted children. (DB)

Enhances understanding of values-education issues by addressing research on moral and ethical development. Presents Damon's tripartite distinction among moral reflection, moral emotion, and moral conduct--head, heart, and habit--to show moral development's complexity. Although promoting prosocial behavior is parents' responsibility, literature is…

Examines what values and virtues schools should cultivate in students as part of a program of moral or citizenship education, noting how these values and virtues differ based on historical and political contexts. The article focuses on four recent volumes on moral and citizenship education. (SM)

Discusses the vulnerabilities and complexities clergy psychotherapists encounter particularly in matters of multiple relationships, confidentiality, and practice policies. Proposes several preventive actions to raise awareness and safeguard ethical conduct including education in ethics and professional issues, education in all dimensions of…

We suggest that there is a need for those who seek to explore issues associated with the implementation of citizenship education in England to clarify its specific nature. This can be done, at least in part, through a process of comparison. To that end we review some of the connections and disjunctions between "character education" and…

Researchers identified two divergent theories concerning ethics education. The first states that ethics education increases an individual's ability to reason critically when confronted with decisions through the identification and analysis of problems and various outcomes. The second suggests that ethics training is about manipulating core values…

This book draws on conversations with six individuals, each of whom offers a distinct approach to character education and speaks to the problems and the practical side of designing, implementing, and evaluating character education. The text opens with an overview of character education, exploring what it is, moral dilemmas, goals, and criticisms.…

Noting that the individualized language of society tends to limit attempts at building community-based interpersonal communication, this paper addresses the dilemma by investigating the therapeutic language of Carl Rogers in light of insights from work by Maurice Friedman and also from "Habits of the Heart: Individualism, and Commitment in…

A review of the ethical standards established by the forensic community for use of evidence in contest speaking reveals that (1) there is a paucity of specific ethical guidelines established for contest speaking in the textbook literature, and (2) the standards outlined are stated in terms of "unethical behavior" rather than of positive…

The perspective taken in this paper is that of a person (now an educator) born in the United States in 1947 who did not experience any forms of deprivation, overt discrimination, or doubt about the future while growing up in the Midwest. The paper discusses two books which identified values which are at the core of U.S. society: "The Morality…

Ethical instruction should be a distinct component of training programs for educational administrators. Ethical competence should be nurtured by an inductive approach in an educational administration problem-based way, using humanistic literature as supplementary rather than foundational material. (Author/CM)

The suggestion to equate values with purpose is considered. The advantage of value development over moral development is that values apply to a broader category of ideas while morality has a more confined and narrow application. All students and teachers should attempt to become both creators and appreciators of values. (JN)

Delineates three major differences in the educational philosophies of secular and religious (Judeo-Christian) secondary schools and colleges. The author argues that these philosophical differences profoundly influence the scope and emphasis of religious school education. For journal availability, see SO 509 295. (AM)