Presents seven scenarios of varying degrees of severity regarding ethical lapses by students outside of the classroom, with responses. (JK)

Kohlberg, inspired by Piaget's cognitive developmental approach to moral development, expands the structural cognitive approach through more systematic longitudinal, cross-cultural, social class, and educational research. (Author)

Suggests that serious problems exist with a moral education program built around Lawrence Kohlberg's approach of analyzing predesigned moral dilemmas. The dilemmas are often unrealistic. Although students usually try to find alternatives to the situation, as one would do in real life, teachers discourage them from doing so. (Author/KC)

Presents a policy recommendation regarding the inclusion of a systematic study of ethics into counselor education programs. Arguments for and against the inclusion of applied moral philosophy are described. (RC)

In this excerpt from his forward to "Readings in Moral Education," Dr. Kohlberg asserts that cognitive-developmental moral education goes back to Socrates, but that the demand for it today stems from Watergate and My Lai--a demand that the United States return to its original principles of justice. (SJL)

The author alleges that colleges and universities have adopted a policy of "value neutrality" in order to protect academic freedom and to survive. He calls for professional responsibility, asserting that axiological considerations lie at the heart of the educational process. (Editor/LBH)

Investigates the sensitivity to moral issues and the ability to interpret moral situations in a sample of social psychology students (n=50). Explores relationships between initial value priorities measured by the Schwartz Value Survey and moral sensitivity. Discusses results of survey based on age, gender differences, and education level. (CAJ)

Rebutts claims by Ben Spiecker and Jan Steutel that sex between individuals with mild or moderate mental retardation is morally permissable only with the substitutive consent of caregivers. Reviews historical, empirical, and practical considerations. Concludes that Spiecker and Steutel's arguments are deeply flawed and their proposed policy is…

Presents activities in which students are asked to (1) identify sources of duties affecting individual behavior; (2) define and give examples of legal, as well as social, religious and moral duties; (3) and compare social, religious, moral, and legal duties and discuss their relationships. (DB)

Argues that unethical behavior is caused by a corruption of the construal process and is driven by a desire for personal gain and results from an erroneous conclusion that an unethical action is morally acceptable. Contrasts this argument to the constructivist theory of unethical behavior as a moral judgment/behavior breakdown. (CMK)

Defines ways normative concerns enter into the design and interpretation of empirical research on children's development of justice conceptions. Emphasizes William Damon's stage theory of development. Suggests an alternative research program based on adjustments between the normative and the empirical. Argues this program must focus on children's…

Responds to Robert Kunzman's article about the functional relationship between morality and religious faith. Argues that Kunzman's position undermines religious freedom by not recognizing the diversity among religious belief systems and imposes the beliefs of the religious on those who do not hold religious commitments. (CAJ)

Offers three rebuttals to Nucci. Believes that relationships between God and the good is more complex than Nucci claims. Contends that religious students do not rely entirely on religious dictates in their ethical thinking. Argues that civic respect in a pluralist democracy requires thoughtful engagement with a diversity of ethical thought. (CAJ)

Contends that for 30 years the study of moral development has been prominent in psychology and education. Argues that there are two major cognitive components underlying moral action: (1) the interpretation of moral situations; and (2) the resolution of moral conflicts. Discusses this viewpoint in relation to moral orientation and moral character.…

Analyzes the moral potential of drama through five theoretical lenses: (1) the nature of dramatic narrative; (2) the association between drama and learning rules; (3) drama as a public communal artform; (4) dialogue and dialogism in drama; and (5) the relationship among emotion, reason, and moral engagement in drama. (CMK)