There could hardly have been a more influential twentieth-century philosophical essay than Elizabeth Anscombe's 'Modern moral philosophy', in which she condemned the prevailing and competing ethics of duty and utility of her day and urged moral philosophers to abandon the search for any general conception of 'morality' in favour of return to…

Liberal democratic education, as advocated in recent accounts of citizenship education or civic education, is often seen as incompatible with moral education or character education rooted in specific views regarding the virtues. This contrast relies on well established philosophical differences between liberal views of justice and democracy, on…

This article focuses on one individual's perspective about the reason she has continued to work with college students over the course of many years and what has influenced her own commitment to character development and values-focused education. Using her love of Negro spirituals for inspiration, three themes, responding to injustice, facing…

The "care challenge" to moral psychology, articulated in the justice-care debate, has been borne out in a number of ways. Empirically, claims regarding gender difference in use of justice and care reasoning, gender bias claims regarding early forms of Kohlberg's scoring manual and claims regarding the centrality of cultural conceptions of…

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…

Because moral, value, and character education often seem marginalized in pre-service secondary social studies education courses, I sought to determine if and how moral education is addressed at the elementary level. In this article, I examine both elementary social studies methods instruction and literature through a moral education lens and argue…

Moral education does not consist of the transmission of fixed values but in confronting students with genuine and difficult ethical conflicts to be resolved by judgments based on wide concepts of moral justice as applied to all members of society. (JD)

Although research on the moral development of college students is in its infancy, recent findings indicate promise for future study and institutional action. The theory of moral development is described from a cognitive developmental perspective, and research on improving thinking about justice and fairness at the college level is examined.…

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)

This study showed that both role-play and structured discussion are effective methods to use to help primary grade children develop positive justice reasoning and perspective-taking skills. (Author/RM)

To develop students who embrace the ethics of justice and caring, the ethos of the classroom and school must promote the virtues of justice and caring. This paper, by the principal of the Hong Kong International School (HKIS), explores how the school can more intentionally develop a school ethos that contributes to the development of student…

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)

This large-scale replication undertaken in 1980 of a smaller study carried out in 1976-77 supports the original study's findings, i.e., Australian adolescents have a more personal morality than was the case in the early 1960s, with an emphasis on self and self-reliance, but not at the expense of others. (Author/RM)

Presents the idea of enhancing the humane values of elementary students by taking another perspective. Outlines a number of children's books for use with the development of the concept of justice. Gives insight into the risks of perspective taking by discussing the inadequacies of projection in understanding others. (KO)