Teaching in socially just ways and in ways that produce social justice requires the recognition that learners need access to the knowledge deemed valuable by the content domains, even as the knowledge they bring to their learning must not only be recognized but valued. In this review, the author revisits that notion of teaching as the fusion of…

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…

Concludes that raising awareness of dominance does not necessarily imply the dismissal of dominant group values. States that what is needed is a critical analysis of the complexity, subtlety, and systemic interrelatedness and embeddedness of dominant beliefs, values, and standards in western, democratic societies. (DAJ)

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)

Contends that middle- and upper-income youth may indirectly be the beneficiaries of social systems that are based on policies of injustice for the sake of profit or power. Suggests using an approach that helps such young people see that the establishment of social justice is beneficial to them as well as to the victims of injustice. (CFR)

Outlines six activities for upper primary and/or lower secondary classes in an Australian school which focus on social responsibility as it relates to social justice. (NH)

Examines historical developments following the 1971 publication of "Justice in the World" by the Rome Synod of Bishops. Describes the incorporation of the publication's ideas into American Catholic education. Indicates that the document and the ideas it included were a significant achievement in the ongoing struggle for greater social justice.…

Claims that the motivation to act on moral judgments is dependent, in part, on one's conception of the good life. Argues that the interest in acting morally may be particularly salient in adolescence and ethical behavior and may be established at that time. Suggests focusing on moral action in educational programs. (KO)

Explores the meaning of distributive justice and considers the importance of teaching the concept in social studies classes. Delineates characteristics of reasonable arguments for treating people differently to bring about justice. Presents situations to generate classroom discussion of the concept of justice. (NL)

Contends that the development and use of moral imagination helps students become sensitive to social justice issues and should be encouraged. Asserts that this process will encourage students to become cognizant of the tension between private beliefs and public behavior. (CFR)

This revised teacher's manual focuses on the need to develop compassionate concern in students if they are to be moved to action. The 12-step processes in the 8 units promote a personal relationship or friendship with the persons or groups involved. The units include: (1) "Of Dreams and Vision"; (2) "Interpersonal Peacemaking/Reconciliation"; (3)…

This report outlines a K-12 social justice curriculum combining interdisciplinary instruction, guided and broadly-based research, and teamwork with teachers and students. Students also have opportunities to develop contacts with the media and other agencies at many levels outside the school, to research and support personal viewpoints, to study…