One restructured teacher education program emphasized analysis and reflection on student, classroom, and community issues to develop students' moral decision making and critical reflection. Program graduates who discussed their beliefs and attitudes emphasized that their numerous, diverse clinical experiences, coursework, professors' influence,…

Notes that 57 percent of West German teachers who responded to a survey believed it was difficult to transmit values to students and indicated the high degree of social differentiation in an industrial society promoted social fragmentation. Argues values education should not be the sole responsibility of the school but shared by the entire…

Reports on a study of the effect of community service on 71 undergraduate students. Finds that community service work combined with discussion of relevant moral issues is an effective way of moving students into the postconventional stage of principled moral reasoning. Discusses other benefits of community service work. (CFR)

Contends that the concept of levels of moral maturity in psychology focuses on character formation in children's development. Asserts that virtue theory in ethics can be helpful in pointing out the ethical implications of current work with children. Argues for the usefulness of ancient ethical concepts. (CFR)

Values are principles or standards that people have decided are desirable to live by. The question of whether values can or should be taught to college students has been debated for decades, with the pros incorporating moral concepts into curricula and the antes scorning such efforts as not only inappropriate but also intellectually dull. In this…

This article reviewed empirical studies published in the past 30 years that examined software piracy among college students. It focused on three areas of study: (a) major factors that affect college students' intentions, attitudes, and moral intensity regarding software piracy, (b) various decision-making processes that underlie software piracy…

New social studies curricula and methods need to be adapted to fundamental aims of education -- the stimulation of cognitive and moral development. Educational implications of Piaget's work in cognitive stage development and the author's work in moral stage development are based upon the cognitive developmental transition of John Dewey, who…

The debate between objectivists, who see right and wrong as fixed, and the subjectivists, who see moral positions as the result of human needs and desires, is often neglected in studying moral development and the goals of moral education. Surveys involving 2300 respondents show the importance of this dichotomy. (IS)

Surveys characteristics of the Soviet philosophy of education, which emphasizes character development consonant with Communist Party goals. Describes the attempts to train "the new Soviet man." (JW)

This book presents the story of the Ojibwe, also called the Anishinaabe, Chippewa, or Ojibway people, who live in southern Canada and the north-central United States. Written for young people, the Ojibwe story combines history with cultural stories and an introduction to the Good Path--the values that form Ojibwe philosophy. Each chapter covers…

This book presents a comprehensive approach to values education and moral education. It draws on old and new approaches and methods to help young people grow up with clear values, good character, moral integrity, and the knowledge and skills to be good citizens. This comprehensive model utilizes traditional approaches for inculcating and modeling…

Reports published by the New Zealand Department of Education and other agencies there illustrate the connection which can prevail between human relations education and a failure to consider critically the ethical issues involved in sex education. A philosophical discussion of love and justice and their relationship to sex education follows. (PP)

The relationship between moral thinking at the level of specific rules and precepts and at the abstract, universal level is discussed, and it is argued that the first-level virtues are as necessary as those based on abstraction. The demands of education for moral life in a pluralistic society are considered. (PP)

Instruction in democracy is not primarily a matter of arbitrarily imposing our society's ways on immature individuals. For Dewey, the interests of a democratic society lie in maximizing the potential of the individuals constituting it. Both the social system and the educational process are responsible for contributing to individual development.…

Moral reasoning is part of and necessary for everyday life, and it is important in teacher education programs. Teacher educators must consider moral issues and engage in moral reasoning with their students in all areas of education. This paper provides examples of how some teacher educators have incorporated such issues into actual and proposed…