This teacher's guide, part of a sequential K-12 series, provides objectives and activities for social studies students in grade 9. Five major sections focus on learning, inquiry, and discussion skills, concepts, and values and moral reasoning. Learning skills stress listening, speaking, viewing, reading, writing, map, and statistical abilities.…

This paper presents an overview of the philosophical/historical background of moral education in the United States and describes an instructional program developed to teach junior high school students a behavioral strategy for acting ethically. Entitled "Skills for Ethical Action," (SEA), this program was devised in the 1970's to help…

The report summarizes a study to determine societal perceptions of the role of the public schools in providing moral/ethical education (M/E). Group discussions were tape recorded of both junior high school teachers and parents of junior high school students in Philadelphia, Memphis, Minneapolis, and Los Angeles. Results indicated that both groups…

This address starts by explaining the educational philosphy of John Dewey. In this context, the central aims of education are cognitive and moral development. In a pluralistic society, the teaching of morals poses a grave problem and gives rise to a belief in moral and ethical relativity. This address proceeds to show what is wrong with ethical…

This document is an English-language abstract (approximately 1,500 words) of the report generated by the National Curriculum Conference organized by the Nigeria Educational Research Council, as part of its search for an appropriate philosophy of education for Nigeria. The needs of youth, the needs of society, and the substance of the curriculum…

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.…

Ethical and moral values are taught, and must be, in the sense that they permeate teacher-student relationships and the ethos, methods, and objectives of the classroom. An urgent issue is what values are taught and what theory of education will be rich enough to reflect this practice. (MSE)

Examines recent developments related to the teaching of values in public schools. Maintains that the character education movement supports direct teaching of a set of core values designed to foster civic virtue. Discusses the "six pillars of character" being promoted in the United States by the Character Education Partnership. (CFR)

Contends that the application of virtue to the social studies community has become a necessary condition for survival. Argues that educational institutions should not become glorified vocational schools, that they have a higher purpose. Maintains that citizens must understand the inherent power of learning and service. (CFR)

Contends that there are three broadly held views about sport in relation to moral life: (1) the positive view; (2) the neutral view; and (3) the negative view. Discusses issues of morality and moral education and concludes that the positive view is accurate because the concept of fairness is inherently concerned with ethics and morality. (CFR)

Argues that school systems should tolerate, accept, and promote diversity in both the formal curriculum and informal policies of school management. Contends that citizens have the primary responsibility for pressuring school officials to develop curricula that promote diversity. (CFR)

Analyzes two questions: challenges for peace educators and goals of peace education at the end of the millennium. Discusses the meaning and content of peace education and methods of teaching peace studies. Argues for increased multicultural awareness, envisionment of peaceful alternatives to present society, and increased racial and gender…

The role of the college or university in facilitating the ethical and moral development of college students is addressed. The views of Kohlberg, Perry, and others who have studied ethical and moral development are briefly reviewed. These psychologists suggest that there is a hierarchy or continuum for the development of moral reasoning. Colleges…

This manual is intended to provide vocational educators with a rational for teaching vocational ethics, a framework for understanding the development of an enabling work ethic, and practical suggestions for teaching vocational ethics in the classroom. The first section discusses the importance of vocational ethics as an area of inquiry focusing on…

The background, evaluation process, theories, and practical aspects of the Just Community High School in Cambridge, Masachusetts, are presented. The document is organized into four sections. Section 1 briefly discusses the components of a Just School: participatory democracy with teachers and students having equal rights, emphasis on conflict…