Analyzes the arguments against including competitive sports in the compulsory curriculum. Considers the adverse effects of selfishness and the emphasis upon winning and discusses the role of the teacher in competitive sports. Concludes that teachers can avoid miseducation by altering the value orientation, appealing to rationality, and becoming…

Gains in moral judgement, as measured by the Defining Issues Test (DIT), correlate strongly with advancing education. Curricula that are strongly biblically based may not promote, and students with a strong fundamentalist orientation may not demonstrate, such moral growth. Students at an interdenominational, but very conservative seminary,…

Taking the increasing implementation and practice of 'quality-oriented education' as the background to the current reform, the paper outlines moral education in the Chinese junior high school over the last 25 years. It offers a brief review of a few theoretical and empirical research projects which have had some influence on the 2003 reform of the…

Reviews the Defining Issues Test and Spheres of Control results of students involved in the pro-choice or pro-life movements. Rates participation of student involvement in on-campus activities. Reveals abortion activists more frequently endorsed moral issues and scored higher on sociopolitical issues. Discusses results based on relationships among…

Two studies were conducted to test the universality of Piaget's and Kohlberg's stages of development of moral judgment in Nigerian and Pakistani cultures. Results show that the moral reasoning of Nigerian and Pakistani Muslim adolescents are greatly affected by their cultural values. (Editor/RK)

Maintains that the content and methods of moral education are inextricably intertwined. Develops a view of moral education which recognizes the synthesis of content and process in students' school and home life. (JDH)

Two intensive 11-week moral education programs improved the moral reasoning abilities of medium-security prison inmates. One program was based on the cognitive disequilibrium induction techniques of the Kohlberg orientation, the second on the adequacy of the moral reasoning competencies approach advocated by the Association for Values Education…

This study, which attempts to evaluate the assessment of various forms of social behavior by teachers and college students, is an extension of an earlier investigation (Stanton 1973). (Author)

A study of the sanctions which control moral conduct was carried out on a sample of 40 primary and secondary schoolchildren. A test of ten moral dilemmas was constructed and used. The most interesting finding was the importance of self-concept as a regulating factor in moral judgment. (Editor)

Considered the moral values held by primary children and how to educate within them. (RK)

Gifted adolescents from grades 9-12 were asked to generate stories involving a moral problem and to provide a solution. Half of the moral problems written involved friendship or a love relationship; 92 percent of the students were able to give guidelines for solutions to their moral problems. (RM)

Describes a study which showed that adolescents who reasoned at Kohlberg's "principles" level of moral reasoning are more tolerant than those who reasoned predominantly at the "conventional" level. Subjects in the study were senior high students in Ireland. Information was gathered through questionnaires. (RM)

Australian secondary students were asked to list five crimes they had heard of, their source of information, and their views on appropriate punishment. A systematic relationship was found between these three elements. Justifications made for mitigating circumstances were analyzed for type of crime and by attribution theories. (Author/SJL)

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)

Examines the idea that the development of moral ability shares similarities with Lev Vygotsky's theory of concept formation. Argues that understanding moral ability as a present-centered aptitude for creating meaning is significant for educators. Concludes it is useful for understanding the learning process to think and act in the present. (CAJ)