This article focuses on the need for schools to accept the responsibility to teach the values of human life to the individual. Since conflict exists between self and group in society, a meaningful set of values for the resolution of this conflict remains the fundamental task of an ethical system. (SM)

A primary concern of teachers should be teaching students to value, to intellectually understand, and critically appraise values of three types: procedural, behavioral, substantive. (Author/SE)

A schema is presented for analyzing curriculum plans and materials related to values and moral education. The plan reviews six aspects of the materials: antecedent conditions, rationale and objectives, descriptive characteristics, pupil activities, teaching strategies, and diagnosis and evaluation needs, procedures, and data. (Author/AV)

Asserts that moral or behavioral deviants are unlikely to change their attitudes or behavior through traditional moral development or values education programs. Reviews literature on rehabilitation efforts and presents a three-phase model of moral development that reflects developmental stages in a person's life. (CFR)

Described is a curriculum development effort in U.S. history--the "Reasoning with Democratic Values" series--aimed at stimulating higher-order thinking. Features of cognitive developmental psychology and of the new social studies materials are used in the lessons that ask students to examine and discuss ethical controversies. (RM)

Stresses the importance of teaching values in U.S. history classes. Reviews current literature on values development. Presents a lesson plan on John Adams and his decision-making role in the Boston Massacre incident. Asks students to examine the parallels between Adams' decision to defend the British soldiers and their own lives. (RW)