Ethical instruction in U.S. schools has had a circuitous history, but it may be having a resurgence. Various trends and surveys are reported for both America and the U.S.S.R. If moral education and ethics courses have healing power, then they should be supported and nurtured. (MLW)

Described is a technique for introducing ethical instruction concerning scientific responsibilities in a student-centered science class activity. Students role play to decide scientific issues. Three proposed issues are included. (SL)

This pre- and post-test study examined value system changes resulting from a media ethics course. Over three semesters, 74 students participated in the study. They were given M. Rokeach's lists of terminal and instrumental values on the first day and again on the last day of class and asked to rank each value on the lists in terms of its…

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)

There is a fundamental conflict between the law teacher's roles as a scholar and as a trainer of advocates. He must show his students he cares for the truth, while training them for a very different career. Available from: Fred B. Rothman & Co., 10368 W. Centennial Rd., Littleton, CO 80123, $7.50. (MSE)

A summary of what is known today about moral education and a suggested agenda for the future. (MLF)

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)

Discusses whether virtue can be taught, presenting the intellectual history of virtue and speaking to the relevance of the four cardinal virtues to a university student's life. Asserts that perhaps virtue cannot be taught, but it is something that students learn or fail to learn. Suggests that professors are responsible for providing the right…

Responds to the assumption that it is too late to teach virtue in college, noting that Aristotle considered intellectual virtue essential to the cultivation of excellence. Asserts that university education ought to embrace the cultivation of intellectual virtue in students, proposing that by helping students see the pursuit of knowledge as a…

Discusses education in virtue, inviting college professors to see themselves not as "meddlers" in students' private lives but rather as interlocutors who prompt students to examine their desires--not simply what they hope to gain, but who they hope to become as a result of their university education. Focuses on the philosophies of Plato,…

Suggests ways of incorporating ethics across the undergraduate public relations curriculum. Reviews current coverage of ethics in public relations principles, writing, cases, and textbooks. Suggests other methods that teachers can use to incorporate ethical pedagogical tools in all public relations courses in an effort to develop students' ethical…

The University of Minnesota's experience with integrating ethics into its baccalaureate nursing curriculum is offered as an illustration of the feasibility of incorporating additional content into an already tightly packed professional curriculum. The program embeds ethics units into existing courses and facilitates their critical evaluation and…

A survey of 243 predoctoral students at the New Jersey Dental School investigated attitudes about specific cheating behaviors, such as copying on examinations and forging attendance list signatures. Responses indicated that students felt cheating was generally not justifiable but also suggested that students might benefit from ethics courses. (MSE)

Argues that teaching applied mass media ethics requires two vital components: a grounding in the relevant ethical theories, and a structured approach to analyzing the issues in case-study format. Presents a worksheet model that provides such an approach over a wide range of issues. (SR)

Analyzes the ethical perspectives of four technical communication textbooks. Argues that the textbooks engage in moralism and in ethics-related activities that deduce moral judgments. Suggests that at least two of the textbooks introduce ideas that are either inconsistent with traditional ethical theories or are subject to previous objections. (RS)