Article presented different kinds of contributions and expertises toward research and development of moral education. (Author/RK)

Explains that the concepts marked by shame and guilt are analyzed briefly. Reviews the merits and demerits as types of moral motivation, stating that both may be paralyzing rather than morally constructive. Reports that fear and desire are considered as alternative motivations. (DAJ)

Defines moral education as an education in morality. Identifies morality as a particular way of life that has its own logic and reason. Recommends looking anew at fundamental concepts of moral education and building approaches and methods out of these new perspectives. Discusses overcoming resistance to this approach. (MJP)

Much research in the field of moral behaviour is vitiated by the prevalence among researchers of a behaviouristic conception of motivation which ignores the importance of reasons in guiding behaviour. Its is argued that this neglect is dangerous and that researchers must take more account of them if their work is to have real relevance for moral…

The rules and concepts of basic moral reasoning can be taught without difficulty to quite young children; but educating them to prefer to use these rules is another matter. Kohlberg's stages are not likely to be stages of cognitive reasoning, but indication of the reasoning encouraged by the child's environment. (Author/SJL)

Maintains that the content and methods of moral education are inextricably intertwined. Develops a view of moral education which recognizes the synthesis of content and process in students' school and home life. (JDH)

Argues that liberalism is strong enough to sustain a moral consensus if its logic and psychological bases are understood. Rejects ideological positions, emphasizing the value of rational discourse for reaching consensus. Encourages liberal educators to make clear their commitment to a liberalism that avoids both authoritarianism and paranoia. (CH)