The rationale for values education is reviewed and it is suggested that the language of values education does not belong in education. The authors state that teaching is an activity that takes aggressive and direct action on students' opinions and beliefs, not for the sake of their values, but for their characters. (LBH)

Outlines options available to schools, offers suggestions to teachers of sex education, and concludes that schools must work with parents to face up to the challenge of accurate and adequate sex education for all grades. (CJ)

Morals as well as cognitive learning should be part of school and college curriculums. (AF)

This paper discusses the current interest in values and moral education and briefly comments on how they affect college level social science curricula. Many contemporary educators and scholars hope that a renewed emphasis on moral education will achieve the following goals: (1) introduce normative inquiry into higher learning, in order to…

The only way out of our current nadir of morality is to utilize education to bring more ethics into the world. (Author)

The aims of punishment as traditionally conceived are, in the case of children, incompatible with the aims of moral education. The onus of justification must rest with those who wish to impose upon children. (Author/RM)

In China, schools of a vocational nature are becoming increasingly important because of the needs of the developing socialist cause, and they are rapidly increasing in number. Some people maintain that vocational education and general education are identical in terms of theory and principle and that issues of vocational education can be resolved…

Warnock believes that in moral education example is everything and instruction comparatively worthless. The assumptions behind this view are uncovered and demolished. (Author/RM)

John Wilson's reasoning--that, since moral education involves educating the emotions and certain of these emotions characterize religion, religious education falls within the sphere of moral education--is false, because such reasoning would reduce religion to morality on the grounds that religious people express emotion. (IS)

Sealey has misunderstood Wilson's position on religious education. Religious understanding must be accountable to the same forms of thought and rational procedure as other forms of understanding, such as science and history, or there is no point in attempting to teach it. (IS)

Hudson fails to satisfactorily defend his claim that young people who are not initiated into religion will grow up to be less than human. Further, because we cannot test the validity of religious beliefs by the methods used for other disciplines, religion has no place in the educational system. (IS)

Two questions are addressed: (1) What are the moral constraints upon the practice of religious education? and (2) What are the main ways in which religious education can supplement and enhance moral education? (RM)

Discusses the relationship between the education of the emotions and moral education. The author argues that moral education should be concerned both with right feeling and right action. The implications of this approach to moral education for multiracial education are discussed. (AM)

In response to Richard Morrill's essay on values education, the diversity of the verbs used to describe values education is discussed. Focus is on diversity in diagnoses and pedagogical goals as well as the range of strategies used by those who recognize the diversity. (Author/JMF)

Considers what the goals of Catholic education should be and how they should be achieved. Catholic educators want to share wisdom and treasures from the past as they give their students an approach to the present and future that is based on faith, hope, and effective charity. Globalization, not only of economic factors, but also of cultural…