Examines, with power and warmth, the obiligations and achievements of social studies in meeting the moral, life-or-death crisis in which we are all involved. (JB)

The author argues that moral behavior can be developed by instructional strategies that are primarily cognitive in nature. These strategies include the teacher telling, explaining, or arguing; and students being encouraged to identify, discuss, and analyze ethical issues. (Author/RM)

The author argues that moral behavior cannot be developed by instructional strategies that are primarily cognitive in nature. Encouraging students to (1) analyze and clarify their own values and behavior and those of others and (2) evaluate different values and/or solutions to moral problems will not make anyone more moral. (Author/RM)

Contends that the development and use of moral imagination helps students become sensitive to social justice issues and should be encouraged. Asserts that this process will encourage students to become cognizant of the tension between private beliefs and public behavior. (CFR)

Contends that the application of virtue to the social studies community has become a necessary condition for survival. Argues that educational institutions should not become glorified vocational schools, that they have a higher purpose. Maintains that citizens must understand the inherent power of learning and service. (CFR)

Among the goals of Chinese educators today are unifying education standards, extending the length of schooling to 12 years, and improving teacher quality. Moral education is being introduced into formal schooling on a large scale. Social studies courses are heavily laced with party dogma. Social studies courses are listed. (RM)

Presents a classroom activity designed to involve students in critical thinking and values inquiry concerning the horizontal nuclear proliferation. Provides a set of global values, explaining the conflict between them and nuclear proliferation. Uses indicators, hypothesis development, and testing. Provides sources for material evidence to use in…

Recommends using literature, Supreme Court cases, and moral dilemmas in a debate format as means of instruction for character education. Includes a rationale and examples for each approach. Explains several guiding values (respect for persons, justice, telling the truth) and their relevance to character education. (MJP)

Reveals that teaching about controversial issues increases students' self-confidence and interest in civic participation. Asserts that the current proliferation of social problems combined with exploitative media coverage necessitates civil and objective study of controversial issues. Includes several examples of, and approaches to, teaching about…

Presents the National Council for the Social Studies' position paper on character education. Calls for a renewed effort by social studies educators, schools, and communities to teach character and civic virtue. Argues that students must be offered a combination of instruction and guidance on civic virtue to counter increasing indifference. (MJP)

Maintains that teachers must act a clear role or roles when discussing controversial issues. Discusses the various roles a teacher may assume, including presiding judge, determined advocate, nurturant facilitator, and socratic cross-examiner. Suggests which scenarios may work best with different roles. (MJP)