When schools react to contemporary events and focus on complex moral problems they commonly fail to make basic distinctions between the morally serious and trivial, the moral and the non-moral, and problems and dilemmas. We need to teach the distinction between moral and other values, and between what is intrinsically good, what is right in…

Discusses, with examples, how values and morality affect psychiatry and child rearing. Asserts that moral imperatives are taught primarily by example rather than by instruction. Also comments on the fallacy of "value free" psychiatry. (GC)

Because American pluralism has its roots in freedom of conscience, the Constitution places most questions of morals and ideology outside the scope of governmental power. In a democratic society, however, schools must accept responsibility for transmitting to students those values that will help to perpetuate a democratic form of government.…

John Dewey and Emile Durkheim are philosophical giants in the field of moral education. This paper compares and contrasts their respective visions for moral education and contextualizes the comparison in the profound intellectual and social changes modernity was casting throughout the world. They were transitional figures that attempted to make…

Describes the nature and scope of Japan's Institute of Moralogy (IOM), created in 1926. States that the goals of IOM emphasize individuality, life-long learning, and adaptation to social change, which includes contributing to the welfare of international society. Discusses the history, philosophy, and current activities of moralogists. (GEA)

Argues that if one follows through the principles of a rational procedural morality one is necessarily committed to a democratic form of society. This in turn means that political education is an essential part of moral education and supplies a necessary content and context to moral education. (Author)

As violence, unethical behavior, and disrespect toward others become rampant not only in schools but also in the U.S. today, some commentators blame John Dewey and his ideas on moral education for the dramatic change in schools in the twentieth century. John Dewey, America's chief philosopher of education from the turn of the twentieth century,…

Argues that radical social change demands a reexamination of educational objectives. Discusses the impact of pluralism and secularism on contemporary society, the impossibility of educational neutrality and the possibility of an educational system built on humane and spiritual dimensions, and the place of religious education in public schools.…

In recent years, Cambodia has transitioned from a communist state to a liberal democracy following market economic practices. Transition in the political economy has, in turn, influenced education and, more specifically, moral education. In this article, I define moral education more broadly than many, as additionally dedicated to the preparation…

This curriculum unit consists of various student readings and activities on the topic of prejudice. The focus is upon prejudice as it relates to various ethnic groups in North America, to anti-Semitism as a national policy in Nazi Germany, and to immigration policy. It is divided into six episodes, each of which focuses upon the teaching of a…

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…

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)

A detailed comparison is made between the conceptions of moral education as revealed in official publications in five different communities: the United States, the USSR, the province of Quebec in Canada, Japan and France. (Editor)

Discusses Emile Durkheim's "Moral Education: A Study in the Theory and Application of the Sociology of Education," which holds that morally healthy societies may vary in culture and organization but must possess absolute rules of moral behavior. Compares this moral theory with current theory and practice of American educators. (MJL)

Argues that achieving the objectives of moral education (e.g., enabling students to learn how to govern themselves and exercise moral autonomy) requires consideration of both subjective and objective aspects of moral matters. Discusses Mordecai Nisan's concept of moral balance, with respect to conflict resolution. Applies the model in a discussion…