A theory put forward by Reginald Archambault is that moral education can be fostered through the study of other subjects - he suggested history and literature. Article examined this theory in relation to art. (Author/RK)

Article explores the idea that exposure to fictional characters on the motion picture screen or on television causes the viewer, expecially young people, to identify with one or more of the characters involved. Suggestions for improvements in research into mass communications are offered. (Author/RK)

Moral judgment has not been crystallized by the age of 25. After participating in a 45-hour sexology course in which they discussed moral dilemmas and were introduced to arguments of a higher stage, 36 adults increased test scores in both general and sexual moral judgments. (Author/RM)

Reports some results of a study of the moral atmosphere and the development of students' moral reasoning in a private high school whose freedom from traditional class schedules allowed for intensive peer and student-teacher interaction. Students' moral reasoning levels correlated positively to their years in this school environment. (Author/SJL)

Thirty-six elementary teachers responded to moral dilemma test questions with their personal opinions or with advice they'd give to a child or an adult. Although some teachers recognized a child's developmental limitations, responses offered under the three test conditions did not differ. Implications for moral education are discussed. (Author/SJL)

Explains R. W. Beardsmore's account of the nature of morality and moral behavior and examines the implications that it has for moral education at all levels. (Author/RK)

Explains that because we want children to be honest, strong-minded, bold, resist peer pressure, and speakout against wrongdoing, protection against hurt must sometimes give way to other priorities. Suggests benchmarks that should be incorporated into decision-making: the act itself, its consequences, the motives, and the personal history of the…

Addresses the issue of selective moral disengagement in the exercise of moral agency. Argues that moral functioning is governed by self-reactive selfhood rather than by dispassionate abstract reasoning. Concludes that the massive threats to human welfare stem mainly from deliberate acts of principle rather than from unrestrained acts of impulse.…

Reports two studies of a method for classifying justifications of moral judgments and suggests its use in demonstrating developmental trends during adolescence. Argues that this method distinguishes content of moral judgments from justifications for them, analyzes justifications relative to both abstraction and reflection, and assigns…

Presents the results of a survey of Canada's 10 provincial education ministries regarding the promotion of moral education in their public schools. Compares the results with a similar survey conducted 12 years previously. Concludes that Quebec has made great strides in improving moral education while other provinces have lagged. (SG)

Argues that there are two types of values held by all individuals. Contends that "hard" values are exemplified by consistent behavior and sacrifice whereas "soft" values are merely illustrated by making choices. Calls for a national consensus on recommended values that would be taught in the schools. (CFR)

Challenges Christopher Ormell's contention that individual values should be categorized into "hard" and "soft" values. Suggests that a continuum exists between the two extremes representing the degree of difficulty and sacrifice. Recommends that values education in schools be based on a continuum ranging between the two…

Using Nel Noddings ethic of Care, contends that this model of empathy has elements in common with the type of empathy method actors employ. Discusses the agreements between Caring's empathy and dramatic empathy focusing on three skills method actors use and the three differences that possess moral implications. (CMK)

In this paper the author states that education could be better defined as reception and responsibility and that this ethical relationship between educator and pupil is the root or essential element of education. The author proposes a new paradigm, the pedagogy of alterity, inspired by Levinas, as a different model for educational praxis and…

Macau, as a society, is a crossroads where East-West encounters have been taking place for centuries. This paper examines some of the contemporary issues and implications for moral education. After a brief introduction to the social background of Macau, the paper describes the characteristics of Macau's education in general and the development of…