When teaching moral education, the ethical dilemma often faced by educators revolves around the question of whose morals should be taught. Judicious Discipline, a constitutional model for classroom management, proposes to answer this question by offering educators the opportunity to teach the moral standards of the U.S. democratic system of…

The background, evaluation process, theories, and practical aspects of the Just Community High School in Cambridge, Masachusetts, are presented. The document is organized into four sections. Section 1 briefly discusses the components of a Just School: participatory democracy with teachers and students having equal rights, emphasis on conflict…

This paper describes a prepracticum laboratory in supervision skills, developed at Purdue University for counseling psychology students and others as a prerequisite to a practicum in supervision. The three parts of the supervision lab are described in detail including: (1) an initial analysis phase in which participants identify their baseline…

The goals and content of an interdisciplinary course on the history of ideas, which is required at Baker University as part of its general education program, are described in this position paper. The course aims to help students appreciate the complex character of historical reality and to help them clarify their values and make responsible moral…

A curriculum project to help dental students identify, reason about, and resolve ethical problems applied moral development theory to professional education, an approach not previously used. The project involved testing student attitudes and abilities and developing learning activities to promote the desired abilities. (Author/MSE)

This book is based on the premise that schools are communities and that schools must be created as moral communities if moral education is to succeed in the schools. Sections of the book explore the key elements required to turn schools into moral communities. Chapters include: (1) "Administrative Issues"; (2) "How Children Develop Morals"; (3)…

In order to foster the kind of learning environment that promotes decision-making and thinking skills, educators need to take a values approach to teaching. There are three main approaches to values teaching: (1) the product approach, which concentrates on outcomes as "fixed" values, "core" values, or "moral basics";…

This paper presents the theoretical perspectives that supported one university instructor's rationale for teaching seminars on the Moral Classroom, examining her understanding of her experiences. The first section discusses her rationale for offering the Moral Classroom for new practitioners and experienced teachers, which stemmed from three…

Traces the problem of modernity in premodern conceptions of Jewish learning, reviews responses to this problem during the last 150 years, and proposes a view of learning that promotes the reengagement of moral authority in education. Discusses the relationship between these movements and the development of a new rabbinical school. (MJP)

Discusses professional ethics in teacher education, noting challenges for teacher educators (particularly those in early childhood education). Chronicles the development of the National Association for the Education of Young Children Code of Ethical Conduct and Statement of Commitment, and describes the Early Childhood Teacher Education Ethics…

Discusses ethical dilemma in early childhood education as identified by kindergarten and elementary school teachers. Investigates these dilemmas within the theoretical framework of moral relevance and moral conflict. Reveals that ethical dilemmas in early childhood education are relational and deal with competing interpretations of the best…

Proposes a narrative approach to moral experience through dramatic play and writing. Argues this approach works with multiple dimensions in student lives and gives them chances to benefit from their moral experiences. Bases this approach to moral education on action research conducted in Quebec (Canada) and Belgium secondary moral education…

Addresses the issue of educating German youth about Auschwitz. Questions whether students feel guilty as opposed to feeling responsible for Auschwitz, and if so, is it reasonable for succeeding generations to assume guilt for the acts of previous generations. (GG)

Reviews research on interpersonal and moral development of urban and rural students and young adults in Iceland, the United States, Europe, Japan, and China. Asserts that knowledge structures used to make meaning in a socio-moral conflict situation are highly dependent on the culture. (CFR)

Drawing on experiences of a teacher who has taught secondary school ethics courses, this article argues that every school system should integrate ethics into all subject disciplines and present a course in ethics, perhaps as early as seventh or eighth grade. Such a course is described. (SLD)