Suggests that teachers of middle and secondary students use the legal and ethical questions that have evolved around commercial advertising as a springboard to introduce students to the importance of ethical decision making in general. Discusses law versus ethics; why ethics is practically important; and ethical truthfulness. (SR)

Describes eight techniques that teachers can use to build good character in students, resulting in greater respect and responsible behavior. (HB)

Describes how the study of literature might be employed in the moral education of students regarding values. Shows how literature teachers might construct a syllabus and teach a course with moral objectives in mind. Outlines a model of human moral growth based on Lawrence Kohlberg's model. (HB)

Outlines how one veteran high school teacher wrote up an everyday moral dilemma (obliquely involving drug trafficking) for his students to discuss and solve. Notes problem-solving steps and questions, and how the students worked their way to a solution through discussion. (SR)

Discusses the attack on the sensibilities of adolescents by the relativized and fragmented effects of the information revolution. Argues for the importance, in light of such a social environment, for the teaching of ethics in high schools. (HB)

Compares youth attitudes on sex and those of their teachers and the manner in which the two can be reconciled. (RK)

Presents 14 questions and answers that deal with moral education and character formation in particular schools and classrooms. Suggests that schools which move in a "for character" direction are moving toward the "hallowed goal" of school community, so widely praised by educational reformers. (RS)

Argues against condom education and distribution in the schools. (SR)

Rebuts an article in this issue against condom education and distribution in the schools. (SR)

Concludes that moral/value instruction is critical to the teacher's concept of work. (FL)

Discusses four levels on an indoctrination continuum: the values clarification approach, Emile Durkheim's approach, Lawrence Kohlberg's approach, and the revolutionist's position. Argues that moral education is not extreme indoctrination and that the milder forms of indoctrination are necessary in education. (MM)

Proposes that creating materials for values games is a three-step process, involving the development of a set of educational moral dilemmas, preparation of response cards, and familiarity with game rules. Sample teacher and student moral dilemmas are provided. (MM)