A model for developing a spirit of volunteerism and social responsibility among students on a college campus is outlined. The model incorporates five phases of student development that accompany community service participation. Suggestions are made for implementing such a model effectively within the student affairs function. (MSE)

Argues that if the American residential college envisions itself as the conscience of American undergraduate education, it must embrace the formation of conscience as a central mission. It must assume responsibility for helping to shape values, because moral education is too important an institutional and societal value to be left entirely to…

To aid in the development of moral and ethical frames of reference necessary for citizenship in a democratic society, the booklet outlines 7 programs for K-6 students that present 19 concepts for affective education instruction in the areas of values, attitudes, and interests. Some of these include freedom, honesty, loyalty, responsibility,…

The term "teaching behaviors" is defined; categories of behaviors are identified; and, within these categories, taxonomies of teaching behaviors useful in facilitating the goals of values awareness instruction are examined. A teaching behavior is defined as a word, set of words, or some nonverbal actions used by the teacher to have some specified…

Compiled to provide raw material for parents and teachers to use in storytelling, discussion, dramatization, and reading programs, this annotated bibliography consists of 110 books chosen for literary merit and for presentation of a provocative moral dilemma with a value decision (rather than a value statement). the bibliography is divided into…

This paper presents a way to incorporate environmental education in the classroom through the preparation of teachers. The approach suggested is to train teachers to use literature in the humanities as focal points around which environmental issues can be discussed and analyzed in the classroom by students. Sections from one non-fiction work and…

According to Peters, there are five procedural principles crucial for moral education: worthwhile activities; consideration of interests; freedom; respect for persons; and truth-telling. This article argues that these principles are not critical for moral education and fail to address important issues, such as the question "What ought I to do?"…

More than 15 years have passed since publication of "Education for Democracy: A Statement of Principles", in which perspective and encouragement were offered to teachers and schools to instill in students an attachment to democratic values and institutions. In the wake of the attacks of September 11, 2001, this call is being renewed.…

The authors discuss the responsibility of colleges and universities to make moral and civic learning an integral part of the undergraduate experience. Citing Judge Learned Hand's 1944 comment that "The spirit of liberty is the spirit which is not too sure that it is right; the spirit of liberty is the spirit which seeks to understand the minds of…

The dual roles of educational institutions in maintaining an environment for objective, critical and informed inquiry, and an active engagement in the processes of social change must be developed to complement one another and serve as a means of integrating the educational system into American society instead of alienating it. (MB)

In the field of science, the meaning of insight can be understood by looking at theories which deal with universal laws that have fundamental significance for the totality of matter, independently of conditions of time and space. (JN)

Addresses the school's imposition of values and examines ways in which First Amendment rights are threatened by the structure and ideology of American schooling. Discusses racism as a constitutional and practical problem and describes how poor, working class, and minority families are victimized by their lack of power over schooling decisions.…

Examines current British concerns about the need for values education from the perspective of postmodern social theorists. Argues that, viewed sociologically, the current approach to values education is broadly functionalist (and conservative), for it fails to come to terms with the deep structure of contemporary society, specifically consumerism…

Addresses the shortcomings of the National Council for the Social Studies (NCSS) position statement "Fostering Civic Virtue: Character Education in the Social Studies." Challenges the work of the NCSS Task Force on Character Education in the Social Studies on four concerns: (1) necessity and timeliness; (2) generality and specificity;…

Criticisms of the various social sciences from within their ranks are not a new thing, but recent years have seen such criticisms reach a pitch that make them hard to ignore. What they seem to have in common is the charge that this or that social science has become an enterprise that serious people have trouble taking seriously, because the most…