This paper presents an autobiographical narrative of two aspects of my history; two events that permeated my moral consciousness and influenced my political development and a sequence of changes in my dominant theoretical and epistemological perspectives. The two events were, as a teenager, the intense experience of briefly witnessing Apartheid…

Establishing factually-based public support for the intrinsic value of nature, vis-a-vis a "domineering" or "stewardship" relation with the natural environment, necessitates the prior theoretical and methodological establishment of the above normative distinction. In this reply I argue that the Modified New Environmental Paradigm used by Helton…

In his reply to our paper Marangudakis raises important points regarding: (1) the measurement of environmental values; and (2) potential risks of deep ecological views to human welfare. We definitely agree that a more rigorous approach to the measurement of environmental values is needed. While the extent of belief in deep ecology remains an open…

Many environmental, humane and character educators try to foster a belief in the intrinsic value of nature and a respect for non-human life among students. Marangudakis argues that Christianity advocates anthropocentrism and opposes belief in the intrinsic value of nature. If Marangudakis is correct, then a goal of many environmental and humane…

Moral education theory commonly attacks religion-based morality as authoritarian. It is proposed that moral education be divorced from religious education. Three significant Christian documents are used to demonstrate the subtle relationship between Christianity and ethics and how Christians can help young people get a balanced view of moral…

Three Christian documents, the "Fourth R" (the "Durham Report" on religious education), "Teaching Christian Ethics," and "The Child in the Church," are used to show that Christians can help young people consider issues in moral education in a balanced way and, thus, arrive at their own conclusions. (Author/RM)

Asks whether British education in general, and religious education specifically, foster a nationalistic ethic in light of the 1988 Educational Reform Act. Notes worrying trends fostered by government figures toward a more nationalistic ethic. Develops a child-centered, nonauthoritarian, and communitarian model for fostering moral development…

Compares the teachings of the Old and New Testament on moral development. Jews and Christians both believe that God is the ultimate moral authority and that religion and morality are inseparable. (AM)

In Norway changes in legislation in recent years have loosened the firm hold of Christian philosophy in the schools and given room for alternative secular philosophy. This article presents background information and an outline of the basic plan for life philosophy as a school subject. (Author/SJL)

Christianity can offer students a great deal of accumulated wisdom and experience not found in other areas and should not be ashamed to put its case forth forcefully. Christians should not abdicate their role to modern sociologists and psychologists, but should emphasize their contributions more strongly. (Author/IS)

Studies the inference from Kohlbergian theory that content and structure in moral development are independent. Administered Kohlberg's moral dilemmas of life versus law, punishment versus conscience, and authority versus contract. Finds differences in choices and reasoning between students in private Christian schools and public schools, as well…

This overview notes that moral education permeates all school curriculum, especially social studies and religion, since South African law mandates that education for Whites have a Christian character. The code of conduct for White teachers is quoted. Different provisions for Blacks are described and segregated schooling discussed in this context.…

Presents survey findings concerning the moral and religious attitudes of Northern Ireland's adolescents. Seeks to develop reliability and validity criteria for a scale of traditional Christian values. Concludes that Catholic school students are more likely to hold traditional values than are Protestant school students. (DK)

Finds Protestant fundamentalists and Muslims in England, Australia, and the United States turning away from government schools, finding official policies antithetical to their beliefs. Argues that traditional Judaeo-Christian beliefs have been replaced by the antinomianism of those opposed to any universal moral law. Suggests that the present…