This book contains many general and specific suggestions on how schools might deal with moral education. School personnel need to be aware and knowledgeable of the dimensions of moral education--helping people to deal with questions of right and wrong in the ways they treat each other. Most of the theoretical issues presented in the book are concerned less with basic philosophical and metaphysical questions and have more concern with rationales and frameworks for curriculum content, instructional emphasis, and organizational climates for school programs. Part I of the book offers chapters which provide a philosophical framework to moral education and which discuss the aims and methods of moral education in China, Russia, England, and the United States. It also contains two chapters on moral education in the hidden curriculum and on instructional issues. Part II contains descriptions and critiques of the values clarification approach to moral education. Part III is concerned with the cognitive-developmental approach and Part IV with the cognitive approach. A postscript deals with questions of action implementation. (Author/RM)