Viewed from a historical perspective, prayer and bible reading have never been unanimously accepted practices in the public schools of the United States. Advocates of secular humanism are defending both a cultural tradition and the law of the land, as interpreted by the Supreme Court. (PP)

Examines the claim of 16th-century English humanist educators that they prepared their students for civic life by providing not only technical training in language use but ethical and moral training for negotiating basic life situations. Attempts to determine what might have been the role of imitation exercises informing students' ethical…

Discusses how the author remembers Lawrence Kohlberg and how she came into a long-term conversation with him that influenced the course of her research. Emphasizes the impact that bringing women into studies of child development and psychology had on these fields. (DSK)

Provides a brief historical review of sexual education and critiques the assumptions and implications of the current crisis instrumental model and the values-clarification approach. Argues for a meaningful ethic of sexuality and for a dialectic approach that allows existing values to be challenged while still affirming the integrity of the…

Despite an ambience of strict church-state separation and religious pluralism, there is a growing consensus that certain widely accepted virtues (honesty, fairness, and respect for others) can be taught in U.S. public schools. Character education should be pursued, but whether ethical habits can be separated from specific religious traditions…

Provides background information on the Nahshon School, a small Reform Jewish day school. Describes the ways in which the Nahshon School implements a vision of caring. Considers school philosophy, curriculum, and rituals, teachers as role models, and how the school evaluates its progress. Addresses obstacles facing the school. (CMK)

Presents the historical development of civic and moral education from the perspective of five periods. Addresses the differences in political ideology and the relationship to civic and moral education. Discusses the three types of responses to the controversy of character education content and issues related to methods in character education. (CMK)

The author discusses the 1990s trend in schools in Lipetsk Oblast to back away from previous policies of including social, cultural, civic and moral training for students. During the same period, says the writer, parents began to show less interest in the effectiveness of instruction and upbringing. These combined trends resulted in increased…

As evidenced by official documents of state superintendents, Protestantism and Bible-reading ceased to comprise the foundation for moral education in the public schools of Wisconsin by 1890. Although the 1848 Wisconsin Constitution mandated against sectarian instruction in public schools, the "Annual Reports" and "Decision…

Gives an overview of the moral education of mankind in the 20th century, referring particularly to Japan, the Soviet Union, Nigeria, and the United States. Contends that the grave crises of modern civilization have resulted from the neglect of moral education. Calls for a reconsideration of the very foundations of moral education, and proposes…

Compares two approaches to character education: (1) the centralized, national approach in South Korean elementary schools; and (2) the legislatively mandated initiative in Georgia (United States) specifically looking at Friendship Elementary School in Hall County. Discusses the similarities and differences between the character education…

Observes that contemporary Protestant denominations suffer from poor religious education of their members. Suggests that educators should look to John Wesley for guidance. Discusses Wesley's development of educational methods and materials in 18th-century England. Argues that religious education must enhance cognitive knowledge and encourage…

Britain is an increasingly secular society, yet religious education is a compulsory school subject. Is its compulsory status justifiable? Religious education was made compulsory in 1944 partly so as to support the moral values underlying democracy. This civic justification faded after the war, but even today one official justification of religious…

This paper discusses the work of Emile Durkheim and his interest in developing a science of ethics that would enable the social sciences to guide social and political policy. One of his main policy interests was education, specifically the construction of moral values. Durkheim proposed a secular approach to morality and moral education. Moral…

Discussing the concept of peace education, specifically from a Swedish perspective, this paper offers a rationale for the inclusion of peace education in school curricula throughout the world. Organized into three sections, the first section presents a historical background to current peace education efforts, and focuses on developments since…