Commitment is combined to classic learning with innovative citizenship education grounded in public debate by the Northtown Academy campus of Chicago International Charter School (CICS). KIPP Academics rely on academic pressure and tough love to help students meet state standards.

Although Kohlberg has stated that his moral reasoning theory is a refinement of Jean Piaget's and John Dewey's approaches, some educators have concluded that Kohlberg has misinterpreted Dewey's approach. However, the statement that Kohlberg is not of the Deweyan tradition seems unfounded. Actually, a thorough examination shows that numerous…

Reviews the various conflicts that have occurred between the traditional and reformist elements in Japanese moral education since the Meiji Restoration in 1868, the time when Japan began to shift toward a modern society and political system. Attempts to clarify the special characteristics of moral education in Japan. (GEA)

Based on the theory of pedagogic discourse developed by Basil Bernstein, this paper discusses the relationship between the production of intellectual discourse and the Chinese State which emerged after the Cultural Revolution. The paper identifies three dominant ideological positions in China between 1949 and 1993: traditional collectivism (before…

Perceptions of forces that may restrain the implementation of needed change in legal ethics instruction were investigated in 1984, using a model of resistance to planned change proposed by Goodwin Watson. Based on this model, five barriers to change were assessed: conformity to norms, systemic and cultural coherence, vested interests, the…

Examines science in the 19th century British curriculum against counter arguments from the humanities and moral education proponents. Concludes that current curriculum development in science is a continuing response to the challenges of the past commentary against it. (KDR)

Analyzes the reconstruction of education in West Germany following World War II based on the author's personal experiences. Notes that the primary aim of re-education was to overcome nationalism, militarism, and the ideology of National Socialism, but that the efforts were not successful. Offers explanations for this lack of success. (KO)

Addresses the issue of how the centrality of virtue might be accommodated in dialog within common schools under the conditions of pluralism. Two contrasting approaches to moral dialog under these conditions are examined and rejected followed by a third approach, derived from John Rawl's conceptions of reasonableness and democratic tolerance, that…

Disagrees with the article by Kevin Ryan appearing in this issue recommending moral values education in the schools. Questions choice of moral system, whether schools are the place to begin moral reeducation, and how moral education alone can revive a depleted educational infrastructure and undervalued teaching force. (SM)

Points out the developing interest in engineering ethics education in the last quarter of the 20th century, and explains the content of engineering ethics education which addresses the development of technology. Describes the prominent curriculum models in the United States and changing accreditation criteria for U.S. engineering schools.…

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…

Argues the main deficiency of the Lawrence Kohlberg theory is that it has never lived up to the claim of being a structural developmental theory. Explains that the theory has never shown specific problems at each stage. Ends with a discussion of a new stairway for Kohlbergian theory. (CAJ)

Discusses the development of the British educational system and perceptions of teacher's classroom roles. Focuses on pedagogical teaching methods of 17th century English character literature in character education development. Concludes that this era of teachers demonstrated an interest in the complexities of the learning process. (KDR)

Argues that teachers must develop an awareness of themselves as moral agents in relationship to the curriculum and students. Discusses how teacher-education programs must be refocused on the development of an awareness of the moral and ethical dimensions of teaching, with schools of education making a significant moral and ethical contribution to…

This article discusses moral education in contemporary Belarus. It offers an insight into the problem of educational change in post-Soviet societies in general and investigates the need for moral education reform in Belarus in particular. It provides a brief description of the situation with respect to moral education in some former Soviet…