This paper argues that the essential social function of schools is to teach people their place, which can become material for ruling elites. Focusing on urban students, the paper emphasizes that teachers must learn to become political in order to help build a just social order. (SM)

A sociologist discusses the need for schools to create "social capital," the values and standards once transmitted by the traditional family that equip a child with a sense of self. Argues that schools located in the workplace can re-create and strengthen the ties between parent and child and among parents with children. (FMW)

Examines four problems associated with developing character in college students: two concerned with moral cognition, or knowing what is right, and two concerned with moral action. It then reviews educational programs concerned with moral action, and provides suggestions for designing character development strategies. (Author/TE)

Stresses the need for law-related education early in the curriculum. Identifies appreciation of an ordered society, understanding of the mainstream value system, awareness of legal concepts, and recognition of the legal processes as important goals of these courses. Calls for fostering a positive self-image in students. (KO)

Reviews the history of college-level programs for student moral development. Reports on an experimental faculty development program designed to enhance student moral judgment at a private church-related college. Finds positive changes in faculty and student attitudes and behaviors. (CFR)

Examines recent developments related to the teaching of values in public schools. Maintains that the character education movement supports direct teaching of a set of core values designed to foster civic virtue. Discusses the "six pillars of character" being promoted in the United States by the Character Education Partnership. (CFR)

Proposes a framework for school sex education within a plural society based on three themes: social changes contributing to uncertainty about sexual values in British society, sex education policy changes' impact on claims to moral legitimacy in this area, and initiatives renegotiating a moral consensus on school sex education values. (DSK)

"Lessons in Character" is designed to promote elementary and middle school students' knowledge about core character education values and, through that knowledge, shape children's positive behaviors and support academic success. It consists of 24 lessons organized around weekly themes, taught through stories, writing activities, and class…

Five major trends are shaping curricula in two-year colleges today, including clear shifts in emphasis from teaching to learning; from the college degree as a terminal point to learning as a lifelong activity; from solitary instruction to learning communities; from management to leadership; and from a national economy to a global economy. The…

This teacher's curriculum guide is designed to help high school teachers guide students to develop a better understanding of difficult issues raised by questions of justice. It is hoped that the ideas, observations, questions, and procedures students learn in the curriculum will help them to make informed decisions about how to promote justice and…

This survey assesses the status of student, teacher, and parent values in Washington (District of Columbia) public schools and examines attitudes toward current values-centered programs. The following value domains, which have the greatest impact on adolescent social and psychological development, are included: (1) educational; (2) moral; (3)…

Values education is concerned with helping people determine worth in making practical, esthetic, and moral judgments. The purposes of this paper are: (1) to argue that the teaching of values in school is unavoidable, (2) to suggest that current efforts in values education are insufficient, and (3) to offer suggestions for a more comprehensive…

The narrative selected for this unit on intolerance illustrates the perennial and universal methods for scapegoating. The general teaching objectives are to lead the students: 1) to feelings of tolerance toward individuals and groups who are different; 2) to investigate intolerance in terms of some of its causes: fear, deprivation, threatened…

Building of character and promoting positive behavior is an important part of every afterschool program. Besides the basics of homework help and physical fitness activities, afterschool programs are using teamwork exercises, service learning, volunteerism and other activities to teach kids about making the right decisions that will help them…

Reviews research on interpersonal and moral development of urban and rural students and young adults in Iceland, the United States, Europe, Japan, and China. Asserts that knowledge structures used to make meaning in a socio-moral conflict situation are highly dependent on the culture. (CFR)