This article traces the historical development of the Japanese nation with respect to the education, character, and spirit of its people. Changes in educational thought in the post-World War II period are discussed and indication made of the active interest in and current provisions for moral education in Japanese schools. (Author/SJL)

Issues raised in the previous Journal of Moral Education are given further clarification. These include questions about the nature and purpose of moral education, the nature of morality, the relation of morality to religion and religious education, and how to teach about those subjects. (IS)

Five papers on the relationship of moral education and religious education in the May issue of the Journal of Moral Education are examined and their major points are related to this author's article in the same issue. Agreement is found among the authors, despite superficial disagreement. (Author/IS)

Moral education is not included in the curriculum, but the history of Chile shows the influence of European culture. Therefore a philosophy of education which promotes an autonomous human being has usually underlined educational policy. The influence of Catholicism has been very strong both in school curriculum and parent attitudes. (Author/SJL)

Contends that the Los Angeles riots illustrated how a pluralistic society can come apart when its members lose faith in its moral character. Argues that teachers and administrators must provide students with experience in democratic problem solving within the school structure. Maintains that the Your Educational Success Program (YES) is an…

Asserts that much of moral philosophy is an exercise in constructing theories for an ideal world. Contends that human beings are the basic subject of morality, not moral principles or theories. Maintains that consistent effort and trust building can bridge the gap across socioeconomic categories. (CFR)

Discusses the possibility of having explicit moral education in the present British educational system. Argues that until there is greater community consensus on what moral criteria should be taught, any attempt at explicit moral education in schools will be negated by the implicit teaching pupils receive outside school. (Author/GEA)

According to Peters, there are five procedural principles crucial for moral education: worthwhile activities; consideration of interests; freedom; respect for persons; and truth-telling. This article argues that these principles are not critical for moral education and fail to address important issues, such as the question "What ought I to do?"…

Describes two different approaches to ethical decision making and argues that reliance on one style over another is unsatisfactory. Discusses the views of Carol Gilligan and other feminist philosophers to illustrate the contrasting method and content seen as appropriate to moral reflection. (CFR)

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)

Reports on a study of the effect of community service on 71 undergraduate students. Finds that community service work combined with discussion of relevant moral issues is an effective way of moving students into the postconventional stage of principled moral reasoning. Discusses other benefits of community service work. (CFR)

Contends that the concept of levels of moral maturity in psychology focuses on character formation in children's development. Asserts that virtue theory in ethics can be helpful in pointing out the ethical implications of current work with children. Argues for the usefulness of ancient ethical concepts. (CFR)

Reports on a 3-year study of 855 adults who quantified reasons for choosing 1 conflicting behavior with another. Finds that, when the reasons to do something are roughly equal to the reasons against doing it, extraneous effects from the participants "life-world" often interfere as moral temptations. (CFR)

The debate between objectivists, who see right and wrong as fixed, and the subjectivists, who see moral positions as the result of human needs and desires, is often neglected in studying moral development and the goals of moral education. Surveys involving 2300 respondents show the importance of this dichotomy. (IS)

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)