This article takes the form of a set of edited diary entries containing reflections on incidents drawn mainly from the author's professional life as a university professor and as a consultant to a disadvantaged multi-ethnic secondary school in the north of England. The form of the article allows a wide range of issues to be touched on, including…

The assumption that high level functioning is characterized by a great deal of autonomy is central to some major theories of moral development [Kohlberg (in T. Lickona (ed.) "Moral development and behavior: Theory, research and social issues," 1976); Piaget ("The moral judgment of the child", 1932)] and to the self-determination theory of…

In this article, the authors introduce what they believe is an important distinction between teaching morality and teaching morally. In P-12 schools, the moral education debate often focuses on character education programs or other moral curricula. Such programs and curricula are championed as a means of teaching morality and transmitting moral…

This paper examines teachers' experiences and displays of negative emotion as a means of partially exploring how identities at work might be formed and regulated. It uses the concepts of emotional labour and subjectivation to interrogate the negative emotions teachers may experience and/or express at work. It suggests that emotion display rules…

Despite his elusiveness on important issues, there is much in Michael Oakeshott's educational vision that Richard Peters quite rightly wishes to endorse. The main aim of this essay is, however, to consider Peters' justifiable critique of three features of Oakeshott's work. These are (1) the rigidity of his distinction between vocational and…

In a time of scandalous actions and me-first behaviors, teachers and coaches as leaders of character and competence are needed. Leaders have integrity and demonstrate their character by adhering to moral principles and displaying moral values. The competence of leaders is based on knowledge, skills, and abilities and enhanced by exploring varying…

In this article, the author examines the role that teachers play in the moral development of American students. Historically, one of public education's purposes in America has been the development of moral citizens. However, educators currently face more academic accountability due to No Child Left Behind. Consequently, teachers must strike a…

The role of educators in bringing in ethics in the use of Internet and computing among students is discussed.

The role of teachers, educators and school administrators in inculcating ethics among students in the use of Internet is discussed.

This paper questions the perceived divide between "science" subject matter and "moral" or "ethical" subject matter. A difficulty that this assumed divide produces is that science teachers often feel that there needs to be "special treatment" given to certain issues which are of an ethical or moral nature and which are "brought into" the science…

Purpose: The purpose of this research is to identify and articulate the practical implications of the teacher's role in implementing a program related to developing moral literacy in students as well as identifying what is necessary for professional development opportunities intended to educate teachers in the realm of moral literacy.…

Values education is discussed as a process which enhances the student's understanding of his/her individual beliefs, rather than as a course of study which guides the student toward a desired response. (RW)

Moral education is a major part of schooling in Chinese culture, traditionally as well as in recent years, and it is allied to character education, moral principles, and citizenship education. Recent studies on moral education in contemporary China and other Chinese societies have extensively investigated the changes in curriculum and policies as…

The impact of English teachers' personal behavior and English literary works on the moral education of students is discussed.

Discounts arguments that students should choose their own moral values. Suggests that emphases on teachers' neutrality in moral education promote an overly rigid separation of fact and value and of moral content and moral form. Considers the formation of early moral habits indispensible to the development of moral reasoning. (DMM)