The Hungarian transition of 1989-1990 had economic, political and cultural dimensions. The cultural dimension may be defined as (a) a temporary loss of norms and controls, and (b) as an emphatic experience of the "kairos". As an outcome of this unusual experience, new political forces stepped into the educational policy arena, and they…

The beliefs both that sentimental education is a vital part of moral education and that habituation is a vital part of sentimental education can be counted as being at the hard core of the Aristotelian tradition of moral thought and action. On the basis of an explanation of the defining characteristics of Aristotelian habituation, this paper…

In this essay, Nel Noddings calls upon U.S. public schools to equip students with a more nuanced understanding of religious vocabulary, history, and ideas. Examining recent books by outspoken atheists including Richard Dawkins, Daniel Dennett, Sam Harris, and Christopher Hitchens, Noddings argues that schools should help students "communicate…

The development of on-line research practice across international boundaries is now a viable proposition using available asynchronous technologies such as computer conferencing. As has been reported in previous papers (Grodzinsky, et al, 2002; Griffin, et al, 2002) such use has proved to be extremely valuable for supporting the teaching of…

Educators and marketing professionals agree that course-work must address interpersonal communication skills and ethical decision making in addition to traditional business functions and skills. This article describes an innovative approach to teaching the professional selling course in which students enhance their competency in these areas…

R.S. Peters coined the term "paradox of moral education". In this article, the author identifies two subordinate paradoxes: how habituated reason is psychologically possible and how heteronomously formed autonomy is morally/politically possible and justifiable. He sketches possible Aristotelian solutions of those paradoxes and argues that for…

When schools react to contemporary events and focus on complex moral problems they commonly fail to make basic distinctions between the morally serious and trivial, the moral and the non-moral, and problems and dilemmas. We need to teach the distinction between moral and other values, and between what is intrinsically good, what is right in…

Outdoor activities are hurt by participants who have no respect for nature and the environment. The poor behavior of these individuals hurts resources while lowered public perceptions are placed on all participants. The aim of this guide is to empower outdoor users to develop ethics in acting to sustain and nurture the natural world. Outdoors…

The problems physical educators have encountered in values development in a sports setting are discussed, and a model of a more productive approach is presented. The model suggests educators must make a stronger commitment to values education by being better role models and by teaching values. (Author/MT)

Discusses: (1) extrinsic ethics; (2) intrinsic ethics; (3) why ethics should be taught in science; and (4) ethics in the Science in Society course. (JN)

A model is proposed to explain how the learning process of ethical reasoning occurs. It integrates the learning process (Kolb, 1976) and a developmental scheme of ethical reasoning (Van Hoose, 1980). Implications for ethics training in educational programs and ethical behavior in professional practice are discussed. (Author)

Sixth-grade students explore the underlying issues of two versions of the Golden Rule, the negative one viewed by Confucius as a moral prescription and the positive one viewed by Jesus as a religious prescription. (Author/RM)

Discusses an experiment in moral education at the Cluster School, Cambridge (Massachusetts). Concludes that for those aiming for the application of moral reasoning to the life of the school, the just community approach may prove most promising. (Author/WD)

Summarizes the importance of multidisciplinary collaboration in professional ethics, describes in detail the distinctive aspects of two University of Illinois ethics courses (Engineering Ethics and Professional Ethics), and discusses the pedagogical value of the collaborative fieldwork assignment in both courses. (EV)

Explores the unstated ethics that exist in the silent space between teacher and students, highlighting Emmanuel Levinas, Jacques Lacan, and Buddhism. The paper uses the juxtaposition of west and east to help illuminate ethical pedagogy, and it argues that there is an unknowable dimension which raises the question of ethics in human relations that…