States that structural changes in families and schools may be necessary for children's moral development. Provides three ways families can better enable moral development, discusses how schools must change toward greater diversity in the student body and faculty, and offers two ways for schools to better foster moral development. (CMK)

Investigates the development of a perception of values in childhood. Perception of values is defined as being different than those of morality and conventions. Responses to seven scenarios are analyzed. Concludes that there is a distinct concept of values among children and that the instinct for this increases with age. (KO)

Claims that the motivation to act on moral judgments is dependent, in part, on one's conception of the good life. Argues that the interest in acting morally may be particularly salient in adolescence and ethical behavior and may be established at that time. Suggests focusing on moral action in educational programs. (KO)

Discusses importance of symbolic value in teaching. States that students will value something if they perceive the institution values it through a serious commitment of time and resources. Supports the Personal, Social, and Moral Education (PSME) programs in English schools. Focuses on the concept of citizenship by teaching critical thinking. (NL)

Explores Christian college students views of self and of a Christian God. Discusses differences in views between men and women. Suggests that the Christian liberal arts context nurtures integrated and complex views of the self, but authoritative views of God. Notes authoritative views of God shaped the heavy justice self-ethic. (CAJ)

General criteria for assessing the varieties of expertise involved in morality were sketched. (Author/RK)

To a large extent adolescent hypocrisy is a function of those expectations of adults and peers which conflict with the adolescent's own feelings and desires. Several different forms of adolescent hypocrisy are distinguished and the factors which induce them are described. (Editor)

This article outlines conflicting views in the philosophy of history concerning the possibility and desirability of using moral judgments. (Editor)

Argues that Spinoza is correct in claiming that people naturally strive to repay hatred with love. Based on a reconstruction of Spinoza's views, the argument highlights the role of moral education in determining conduct. (Author/GEA)

Based on a study of variations in moral responses of Chinese and American children, an assessment is made of stage theories of moral development. (Editor)

Ten delinquent boys in a home operated on a just community philosophy, which stresses moral discussion and participatory democracy in making and enforcing rules and in resolving interpersonal conflict, moved up an average of one-third of a stage in their reasoning on the Kohlberg moral judgment interview. (Author/RM)

Explores the role of environmental-values education in the curriculum and how it might contribute to the moral development of individual pupils and society. Looks, from a number of perspectives, at the possible contributions of environmental education and sets out a range of "sustainability values" that schools might consider promoting.…

Ancient Chinese ideas of moral education could be said to have five main dimensions-- philosophical foundations, content, principles, methods and evaluation--which are described in this paper. An analysis of the fundamental features of Confucian thinking on moral education shows that it took the idea that human beings have a good and kind nature…

In a sample of 100 children, aged 8-14, there was a clear association between consolidated concrete operational thinking and Kohlberg's Stage 2 moral reasoning, and some evidence that, in order of development, logical thinking precedes role-taking, which precedes moral reasoning, at corresponding levels of conceptual complexity. (Author/SJL)

The literature on the moral judgment and moral development of mentally retarded individuals is reviewed. The relative contribution of mental age, chronological age, cognitive functioning, social experience, and environmental factors to the moral characteristics of this population is discussed. (Author/RM)