Outlines procedure for group activity centered around an historical event. The group must perform mathematical problems in reaching a solution to a feudal community's moral dilemma. Copies of handouts are included. (KC)

Vocational ethics instruction is education that develops an enabling work ethic. Small group discussion activities can promote values assessment for ethical choices, mediation skills for conflict resolution, and reasoning skills for recognizing and solving ethical problems. (SK)

Describes an interdisciplinary program in which English, social studies, physics, and calculus teachers joined forces to teach high school students critical-thinking skills so that students could make ethical decisions and solve ethical dilemmas. (MM)

Makes a case for teaching integrity in the classroom through writing assignments and case studies of ethical situations that teenagers would face in their daily lives. (TB)

The past two consecutive administrations in the Philippines saw the need for developing a greater sense of national identity among Filipinos. In response, the Education Sector strengthened the teaching of values on national ideals and Filipino heritage. One reform was the offering of Moral Education as an independent subject in the secondary…

The major premise of this paper is that the values clarification approach to moral issues is a form of doublespeak based on flawed thinking. Following an examination of examples of doublespeak, the paper discusses the concept of subjectivity in "Teaching As a Subversive Activity," by N. Postman and C. Weingartner, arguing that their…

Argues that the "just community" approach is the best available values education program for meeting the primary goal of feminism, in the elimination of injustices due to sexism. Suggests that educational policies and practices be examined to expose the social and value structures of schools. Describes the social and values structures of…

Values education should be an essential part of the athletic experience, say these writers, who have developed a model for accomplishing that end. The model calls for specific effort to be directed toward teaching in the affective domain. (Author/TE)

Examined kinds of sexual communication between 48 sets of parents and their adolescent daughters. Results are described in three levels: (1) direct informational communication between mother and daughter; (2) mutual discussions containing behavior guidelines; and (3) general family discussion of sociosexual issues. (JAC)

Although traditional methods have been useful in teaching values, these methods have not resulted in deep commitments; suggests schools develop plans to instruct students in value selection. (Author/RB)

Assesses the religious content of 34 young adult novels. Reports that nearly half of the titles evidenced no religious content, 13 provided a moderate and unobtrusive religious element, and 5 presented religion as an important element. (MM)

Proposes that in the quest for truth, teachers and students concern themselves with the prevalence of information overload, euphemisms, and doublespeak. (JL)

Delineates three major differences in the educational philosophies of secular and religious (Judeo-Christian) secondary schools and colleges. The author argues that these philosophical differences profoundly influence the scope and emphasis of religious school education. For journal availability, see SO 509 295. (AM)

Calls for more caring public school teachers with expertise in their fields, increased parent involvement, and stronger emphasis on moral and ethical responsibilities. (DD)

This article puts forth some of the concepts and complexities involved in teaching secondary students ethical and aesthetic reasoning skills as well as the ideas of and debates throughout history. It is argued that curricula should connect holistically to the intellectual and emotional hierarchies of the gifted personality. (PB)