Maintains that the great need in moral education is to consider general moral standards and arguments first and apply these to behavior affecting racial inequality, rather than to start from a concentration on racism, working back towards morality. Considers the consequences of confusing race with culture or viewing religion only as a…

Describes the dilemma in multiethnic education that arises when demands for equal opportunity for women are in conflict with the special status accorded to the moral education of women in some cultures. Urges teachers to adopt a positive attitude toward the protection of individual freedoms. (Author/JDH)

Three surveys were conducted in twenty-three Midland primary schools during the spring terms of 1965, 1968 and 1971 in order to examine teacher attitudes to both religious and moral education. (Author/RK)

Authors answered the criticism of Professor R. S. Peters, who in turn had critiqued Moral Education in the Secondary School. (Author/RK)

Altruism as an attitude was measured by questionnaire techniques in boys and girls, aged approximately eleven to fourteen. Factor analysis was used to identify the underlying attribute which is clearly found for each of the four age-sex groups separately. (Editor/CB)

The historical and contemporary background to the Union of Free-Thinkers' attempts to gain acceptance for a new syllabus in moral education in the Finnish schools is described. An outline is given of their linguistic approach to moral education and their attempts to promote a positive identity among nonbelievers. (Author/AM)

John Wilson recently criticized Kohlberg's view that at certain stages of their development children are unable to understand moral reasoning of certain kinds. It is argued here that Wilson fails to cast doubt on Kohlberg's view, because his account of what it is to understand a reason is inadequate. (Author/RM)

Discusses the relationship between the education of the emotions and moral education. The author argues that moral education should be concerned both with right feeling and right action. The implications of this approach to moral education for multiracial education are discussed. (AM)

Suggests, despite serious objections, that it is arguable that the moral domain should be included in psychological appraisals of children, and that the absence of moral dictates could be considered a "mental disorder." Discusses the possible individual and social benefits of including moral descriptors in child evaluations. (DSK)

In modern Western moral and political theory the notion of the liberal subject has flourished as the locus of moral experience, interpretation and critique. Through this conceptual lens on subjectivity, individuals are enabled to shape and regulate their interactions in arguably desirable ways, e.g. through principles of respect for persons and…

Identifies a dilemma in moral education in the Republic of Korea. Recognizes this dilemma in the Korean language, family relationships, and schooling in relation to tradition. Explores causes in terms of Korean historical, cultural, and religious foundations. Argues there is potentially serious confusion in Korean moral standards and choices. (CAJ)

Attempts to determine differentiation in the moral reasoning of Flemish high school students taking a nondenominational ethics course compared to those receiving Catholic instruction. A total of 631 students completed the Defining Issues Test, a multiple choice examination. Discovered very little difference between the two groups and discusses…

Reports on 2 studies to assess attitudes to and moral reasoning about class rules among 117 Australian secondary students and 87 student teachers. Finds students' moral reasoning to be more advanced than predicted by Lawrence Kohlberg and based on the general welfare of students and teachers. (CFR)

A distinction is drawn between public policy issues which are specific to time and place, and the kind of moral dilemma used by Kohlberg which is more general and universal. It is hypothesized that the same type of reasoning will be revealed by both. (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)