Identifies 11 pitfalls to avoid when implementing character education in a classroom or school. Some pitfalls include reduction of literature study to the search for a moral lesson; the "do as I say, not as I do" mentality; and reliance on posters, slogans, and glitzy gimmicks. (MJP)

Presents an annotated bibliography, arranged alphabetically by author, of 85 doctoral dissertations published between 1991 and 1993 on topics related to moral development and values education. Includes dissertations on the teacher's impact on moral development and on teaching about value issues in social studies. (CFR)

Maintains that greater cooperation among world religions can lead to interfaith dialogue and joint action to solve world environmental problems. Proposes models to follow in promoting interfaith dialogue and action. Recommends injecting a cooperative spirit into theological and lay education and the inclusion of the legal study of religion in…

Reviews approaches to teaching values in elementary schools. Describes a model consistent with the core values of the United States. Recommends an elementary curriculum resting on three cornerstones: (1) caring, (2) citizenship, and (3) conscience. Points out that controversial issues must be discussed openly within such a curriculum. (CFR)

Educators from over 30 countries judged the suitability of incidents in moral education in the context of their native environment. Participants were 54 secondary school principals or teachers, most of whom were graduate students or married to graduate students at the University of California, Santa Barbara. They were given descriptions of 23…

Intended for elementary and secondary teachers and for students in teacher training institutions, this book contains practical suggestions and information on ways and means of improving social studies instruction. UNESCO hopes that the book will play a part in raising the standard of social studies teaching and that it will at the same time…

Describes a curriculum-embedded focus for character education. Outlines a series of character-related topics (justice, responsibility, civic virtue) and combines them with corresponding social studies topics and activities (reviewing the origins of self-government, interviewing community elders) for each grade K-12. Includes reading list and…

Calls for a renewed effort by educators, schools, and communities to teach character and civic virtue. Discusses the role of civic education within the social studies curriculum and the impetus for affirming democratic principles and ideals. Recommends incorporating character education within the traditional subjects of civics, history, and…

Provides a series of guiding principles for schools and other groups for evaluating and designing character education curricula. These include a meaningful and challenging academic curriculum that respects all learners and helps them to succeed, moral leadership from both staff and students, and development of a caring community. (MJP)

Relates how character education can be quickly incorporated into the curriculum when teachers, the school, and the community share mutual goals and work as a team. Outlines some of the techniques used such as devoting each month to a specific character attribute and sending home newsletters to keep parents informed. (MJP)

Examines Taiwanese moral education, which has traditionally developed moral themes from Confucian ethics found in Chinese literature. Emphasizing altruism and self-discipline, lists moral values that primary and middle school students encounter in "Chinese Readers," the predominantly used texts. Questions how industrialization and…

Issues concerning student moral and ethical development during college are considered in three papers from a symposium sponsored by Bowling Green State University as part of the Academic Outcomes Project. Four major questions are addressed: the college's role in promoting students' moral and ethical development; what constitutes moral and ethical…

In 1976-77, the moral education project of Ontario researched curriculum and pedagogy in the fifth year of its program for the purpose of developing a systematic way of introducing values education into grades 2-13. The study helps teachers encourage students to reflect on their own values in the light of fundamental life goals. It is divided into…

Contends that teachers have an essential part to play in the moral and spiritual education of students. Discusses a white paper on moral education issued by the British government. Concludes that there is no conflict between spiritual and moral education and teaching the knowledge and skills necessary for employment. (CFR)

This paper reports on a project to develop and implement an interdisciplinary, thematic high school curriculum combining instruction in Spanish language and four arts disciplines. Additional targeted skills included: accessing and using new information effectively; thinking critically about art; development of global responsibility and…