Provides a series of guiding principles for schools and other groups for evaluating and designing character education curricula. These include a meaningful and challenging academic curriculum that respects all learners and helps them to succeed, moral leadership from both staff and students, and development of a caring community. (MJP)

Emphasizes the power of storytelling, particularly heroic stories of virtue, in moral education. Provides a careful delineation of the differences between modern moral "fables" (a man contemplates stealing drugs for his dying wife) and classical stories involving heroes such as Ulysses and Galahad. (MJP)

Relates how character education can be quickly incorporated into the curriculum when teachers, the school, and the community share mutual goals and work as a team. Outlines some of the techniques used such as devoting each month to a specific character attribute and sending home newsletters to keep parents informed. (MJP)

Addresses some of the concerns surrounding the controversy of religion and public education. Finds some common ground in the ethical issues shared by character education and citizenship education and the nondenominational moral teachings in religious education. Outlines four broad strategies for maintaining productive community discussions. (MJP)

Criticizes the notion that secular humanists and religious educators can equitably agree on a common or middle ground. Maintains that the so-called middle ground is often primarily secular ideology with a token acknowledgment of the validity of religious thought. Argues for a more open discussion with both positions receiving equal consideration.…

Illustrates the need for values and morals education to bridge the gap between what students know and how they behave. The paper discusses the decay of American morals and values, suggesting how they can be incorporated into health education and noting what is required for that to happen. (SM)

Contends that traditional moral education's lack of critical perspective has resulted in its unwitting perpetuation of the status quo. Proposes adopting a critical postmodern approach addressing the fundamental interrelationship between language and power. Recommends sharing knowledge, power, and ideas between teachers and students. (MJP)

Discusses philosophy and practices of Jewish education. Contends that Judaism provides a tolerant approach toward other cultural groups that could be a model for British moral and spiritual education. Asserts that a feeling of belonging to a group that has a past, present, and future helps children strive to be decent and moral. (CFR)

Examines Taiwanese moral education, which has traditionally developed moral themes from Confucian ethics found in Chinese literature. Emphasizing altruism and self-discipline, lists moral values that primary and middle school students encounter in "Chinese Readers," the predominantly used texts. Questions how industrialization and…

Elementary school teachers (n=319) from 35 public, private, parochial, coeducational, and single-sex schools in Trinidad and Tobago were questioned about how they teach moral education and their moral educational objectives. Reports that teachers (1) seldom use specific curricula; (2) feel responsible for students' moral education; and (3) choose…

Reports on a study of 135 Russian and 279 U.S. teachers on the importance of 11 broad educational goals. Finds that U.S. teachers were most committed to basic skills development and critical thinking. Finds that Russian teachers were most supportive of interpersonal understanding, human relations, and ethical well-being. (CFR)

Explores three constitutional responses to religion and the respective consequences for moral education. Explores the place of England and Wales on this spectrum, and examines the effects of the 1988 Educational Reform Act on moral/religious education. Highlights the role of reason in resolving autonomy/authority conflicts in religious education.…

Few learning experiences give students immediate feedback on ethical and unethical behaviors and provide opportunities to repeatedly practice effective behaviors. This article describes how the authors have used challenge course activities to stimulate students to observe their own and others' ethical and unethical behaviors. Specifically, these…

This documents consists of 12 issues of a journal that seeks to provide information and reviews concerning social studies textbooks; each issue consists of 16 pages. Contents in the 12 issues include: (1) California control over textbook content; (2) "skills" teaching in elementary-level social studies texts; (3) readability formulas;…

Issues concerning student moral and ethical development during college are considered in three papers from a symposium sponsored by Bowling Green State University as part of the Academic Outcomes Project. Four major questions are addressed: the college's role in promoting students' moral and ethical development; what constitutes moral and ethical…