The values education movement is inimical to the development of moral discernment and character. The moral development of students requires moral and character discernment--first, in those who teach them, and second, in the curriculum. (Author/MSE)

Using a developmental, learning-by-doing approach, teacher education must take deliberate steps to help teachers acquire the skills and understanding they need to foster the moral growth of students at all levels. (Author/MSE)

Examines a pedagogical language and theoretical framework for graduate-level teaching in student affairs preparation programs. Conversation, dialog, textual analysis, and ethical practice are discussed as components of a pedagogy underscored with passion. Advocates ethical behavior in graduate seminars by prodding students to encourage goodness in…

Summarizes John Wilson's account of authority in educational relationships by reconstructing his views on different types of authority. Explores the topic of parental authority arguing that parental authority differs from the authority of teachers. Comments on whether authoritative parental supervision is essential. Includes references. (CMK)

Argues that for a true moral democratic education teachers must learn to address homosexuality in elementary and secondary education using methods that focus on moral democratic stands (MDS) as opposed to moralistic positions. Explains that MDS is essential because it includes recognition of homosexuality and non-oppression simultaneously. (CMK)

The agenda for humanistic education in the 1980s needs to go beyond psychological concerns to address the political, social, ecological, and spiritual side of the human experience. The goals of humanistic education focus on the development of intelligence, self-understanding, interpersonal relationships, and a concept of physical health. Equally…

Even while struggling with their own biases and values, communication scholars can and should teach a unit on ethics in the basic communication course. One possible approach begins on the cognitive level by describing four different orientations toward ethics: hedonistic, legalistic, altruistic, and situational. By working out case study…

College teaching's goals are discussed in the context of four categories of higher education objectives: (1) development of a highly educated citizenry; (2) expansion of knowledge for practical ends; (3) fostering of the arts, sciences, and humanities; and (4) integration of education with moral and ethical development. (MSE)

Discusses developmental, values clarification, actionist, and rationalist strategies in moral education and the problems associated with each strategy. Explores the question of whether schools should offer moral instruction. Outlines criteria for selecting a moral education program and emphasizes that moral issues raised in the classroom are…

The changing political and security situation in Indonesia since 1949 has made religion a compulsory subject at all educational levels. This paper looks critically at the assumptions underlying this policy. Its scope is limited to administration and control, educational objectives and curriculum, morality and values, and teacher education. (Author)

Presents the Association for Supervision and Curriculum Development's panel recommendations concerning moral education in public schools. Stresses the role teachers and administrators play in assessing a school's moral climate and defining and encouraging moral action. Provides strategies for schools. Examines how ties between schools and…

Concern over the moral condition of American society is spawning a new character-education movement requiring teachers to create a moral community, practice moral discipline, foster classroom democracy, teach values through the curriculum, stress cooperative learning and conflict resolution, and foster caring beyond the classroom. (MLH)

Responds to the article by Kevin Ryan appearing in this issue recommending moral values education in the schools. This paper recommends that moral education avoid indoctrination of students and that moral questioning occur in an atmosphere of open discussion of alternatives so students understand they do not have to choose between hard work and…

Recommends an approach to the teaching of ethics from the perspective of the philosophy of virtue that begins with the work of the ancient Greek philosopher, Aristotle. Offers guidance on how to prepare and teach such a course based on the author's and other teachers' experiences in the classroom. (JB)

Notes public concern over children's moral education, and examines contemporary constructions imposed upon schools by politicians, intellectual forces arising from postmodernism, and pressures of a pluralistic society. Relates the processes that cultivate moral values in a human community to how some schools have successfully achieved a moral…