Analyzes establishment of compulsory moral and civic instruction in France at the turn of the century using the recently developed research techniques of social history. Maintains that the application of social history techniques will provide new insights into historical and educational research. Includes an extensive bibliography of primary and…

This article reviews the 25-year history of undergraduate medical ethics education. Alternatives to the traditional model that focus more directly on students' personal values, attitudes, and behavior, are discussed. Three incipient trends are identified: everyday ethics, student ethics, and macro-ethics. Specific course and curricula are used as…

Describes the role of Francois Laurent in shaping the educational system of Ghent (Belgium), an early industrialized city, during the late 1800s. Discusses the social and educational issues that resulted from industrialization, the creation of a working class, and the needs of working class children. (CFR)

Intended for the use of librarians responsible for collection development in education libraries and for students and researchers in education, this document lists 947 bibliographies, separately published from 1964 to 1980, which cover a wide range of areas in the field of education, including: the history of education; comparative and…

This paper analyzes the challenges that Condorcet saw facing France and the ways he chose to respond to those challenges, thereby posing and resolving the problems of authority deriving from the state, the family, and the wisdom of enlightened men. Condorcet's design for a system of public schools was aimed at providing instruction for all French…

Traditional Nigerian education and its approach to moral education are analyzed. The epistemological underpinnings of traditional moral education as well as the social institutions supporting it are examined. It is argued that moral and religious education are different and independent. The aims of Nigerian moral education are discussed.…

If schools are to be realistic, effective, and educational, they must meet their clientele's basic needs including religious needs. If public schools wish to defuse public dissatisfaction and to provide a rich education for all students, they must boldly develop plans and programs which are genuinely pluralistic. (CJ)

Reviews the history of college-level programs for student moral development. Reports on an experimental faculty development program designed to enhance student moral judgment at a private church-related college. Finds positive changes in faculty and student attitudes and behaviors. (CFR)

Explores how religion is a pervasive influence in moral education in both the home and school in Japan, despite an official secular policy. Points out that after 1945 nationalism was replaced by secular social studies. Finds western thought included with Buddhism and Confucianism in government decrees on the curriculum. Places newly reemerging…

The evolution of research misconduct policies in universities is traced since the late 1970s. It is argued that research universities have been slow to accept responsibility for research misconduct, and they are urged to examine their research environments and place more emphasis on research ethics education. (MSE)

Traces the problem of modernity in premodern conceptions of Jewish learning, reviews responses to this problem during the last 150 years, and proposes a view of learning that promotes the reengagement of moral authority in education. Discusses the relationship between these movements and the development of a new rabbinical school. (MJP)

In light of recent demands for teaching moral values in the public schools, examines the history and success of such efforts in U.S. education, from Bible-based curricula to self-esteem training and students' rights movements. Suggests guidelines for choosing and implementing principles of good conduct in schools. (CJS)

Philosophy of education has had difficulty finding its proper role in recent years. It has been seen as too removed from educational matters, irrelevant to teacher and administrator training, and fostering skepticism and radical ideas. However, philosophy is a way to make educational leaders and teachers more rational and critical in their…

The Meiji Restoration of 1868 ended six centuries of feudal military rule by establishing a divine Emperor and clam oligarchy. Compulsory schooling and military service soon followed. Until WWII both institutions engaged in moral training that was both Confucian and nationalistic in its emphasis on absolute loyalty to the state and Emperor. The…

The higher girls' schools in Japan from 1895-1926 are related to the family structure and cycle, the role of the wife and mother, the relationship between the sexes, and the relationship between generations. The higher girls' schools (comparable to secondary education), were created for the families of middle class society. They fostered the good…