The need for affective education has been expressed throughout the history of public schools. Justification for moral education today can be made on the basis of any of the five most common types of needs: normative, felt, expressed, comparative, or anticipated. (Author/MLF)

Focuses on the pioneering efforts concerning moral education and educational reform by British educator Frederick James Gould. Discusses the application of his socialistic ideas to further three causes: (1) socialism and secularism; (2) positivism; and (3) a form of middle class radicalism. (KDR)

Traces the centrality of moral education in public schools from the 16th to the late 19th century and suggests how the past can serve to inform and to direct the present. It reviews teaching methods and curricular materials used to transmit moral values as well as the views of influential thinkers concerning moral education. (GR)

The Integrated Character Education model recognizes both the affective and cognitive factors involved in educating the whole child and ultimately the responsible adult. The basic question is how to transmit the values of a common heritage from one generation to the next, while supporting the personal development of youth. The goals of Integrated…

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)

The University of Chicago (Illinois) has long emphasized teaching as a valued skill, fostering an image focused on the intellectual search for truth and transmission of intellectual values, a stand in opposition to popular relativist theories. Through the writings of Allan Bloom, Wayne Booth, and historical university documents, this model of…

Debates about how moral education ought to be provided have engaged many of the best minds in education and stirred public controversies throughout U.S. history. The vast array of European peoples who settled the American colonies brought a commitment to moral education and a variety of approaches to the task. While French and Spanish settlers…

This document examines the development and influence of the Free Institute of Education (Institucion Libre de Ensenanza) and of its founder, Don Francisco Giner de los Rios, in late nineteenth century Spain. Founded in 1876 against a background of repression and reimposition of state-controlled education during the Bourbon Restoration the…

Early in 1976 the Department of Education and Science (DES) published "The School Health Service, 1908-1974" for the purpose of reviewing the school health service since its beginning. This paper attempts to demonstrate that this review is to an extent incomplete. (Author/RK)

The issue of the teachability of virtue is misrepresented by our traditional understanding of Plato's and Socrates' inquiry. Virtue not only can be taught, it must be taught. (MSE)

This document contains issues of "The Educational Record of the Province of Quebec" from January 1893 through December 1893. Among the topics covered in this volume are: current events, country school and graded school, Convention of 1893, Directory of Superior Schools, financial outlook of the women teachers in Montreal, teaching,…

Designed for non-Muslim pupils, moral education is being phased into the state-approved curriculum in Malaysia. The objective is the development of a morally mature person who will be able to make independent judgments in a moral conflict situation. The moral education program development is described. (Author/RM)

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)

Exposes the sources of anti-Jewish education in Zionist thought and praxis by examining an unsuccessful attempt to educate for sensitivity to the suffering of others in Israel. Argues that this form of education conflicts with themes of Jewish tradition leading to oppressions of the Palestinian "other." (CMK)

Recounts the historical development of catechesis formation and training of catechists in Lansing, Michigan. Narrates the development in 1991 by the Diocesan Office of Catechesis of a committee of principals, directors of religious education, coordinators of youth ministry, and staff people to address catechesis formation concerns and to revise…