One important socio-cultural medium through which young children's moral understanding is cultivated is parent/child discourse. Of particular interest to us was young children's use of basic ("thin") evaluative concepts ("good," "bad," "right" and "wrong"), which are ubiquitous in everyday…

In order to judge the appropriateness of "pastoral care" in schools it is necessary to examine the conceptual link between "pastoral care" and "authority". Without authority the pastor's job could not be done. This is also true for teachers but there are differences which are discussed. (Editor/RK)

Bringing children to have respect for others is generally regarded as a central task of moral and social education. In this article one particular view of what "respect for others" means and how it is justified is examined critically and found to be unsatisfactory. (Editor)

Author talked about what studies of the psychological development of the child suggest about his natural conception of justice. (Author/RK)

Differences between cognitive development and social learning theories as they relate to moral development are assessed and an attempt is made to reconcile the points at dispute through the development of an alternate paradigm of the moral development process. Some material from Chinese and American socialization experiences is presented to show…

Holds that ethical inquiry, as a "craft," causes students in this area to be "apprentices," and the classroom a "community of inquiry" wherein the tools, methods, practices, and procedures of the craft are imparted. States that the generic procedures of reasoning, necessary for moral reasoning, should be taught within…

The author stated the case for saying that there is no real distinction between moral education and indoctrination and a sketch of moral education was attempted in order to yield the distinction needed. (Editor/RK)

The work of John Wilson, now teaching at Oxford University, as moral educator is summarized and evaluated. His rationalist humanistic approach is based on a componential characterization of the morally educated person. The rationale and conceptual status of the components is discussed. His position is compared to that of Peter McPhail, R. S.…

There is a fundamental gap between people's assertions as to what is right or wrong and their actual behavior. This has been traditionally attributed to "akrasia" or weakness of the will. This research examines this concept and considers what moral education can do about it. (Editor/RK)

The focus of attention of this paper is a widely held view that is put forward to clarify the philosophical question as to what indoctrination is and that the proposed clarification is inadequate and that it must be replaced by a more acceptable alternative. (Author/RK)

The moral concepts entailed in Kohlberg's cognitive-developmental theory of moral judgment are examined and the underlying meta-ethical position is criticized. (Editor)

Groups of twenty children, aged between 6 years, ( months and 11 years, 3 months, attending either a traditional Catholic school or a Freinet school were compared on judgments involving moral concepts. (Editor)

Rawls' arguments in defence of his claim to derive principles of morality and justice from his hypothetical "original position" are critically examined and found to be unconvincing. (Editor)

Confronts the social-psychological problem of the relation between values and persons in everyday life. A model meeting the requirements for describing a clear conception of the individual in a social setting, with seven components, is described and used to illustrate what "having values" might mean. Outlines three brief applications. (Editor/RK)