Explains that the concepts marked by shame and guilt are analyzed briefly. Reviews the merits and demerits as types of moral motivation, stating that both may be paralyzing rather than morally constructive. Reports that fear and desire are considered as alternative motivations. (DAJ)

Presents John Wilson's response to the articles within this issue of the "Journal of Moral Education". Focuses on broad issues related to the disagreements that surfaced. Explains that one issue concerns the nature of philosophical or conceptual analysis. Addresses aspects of his own work. (CMK)

Distinguishes two aims of morality, the need to avoid trouble and the social requirement to share, and addresses means of achieving them, including conditioning and cultivating dispositions required for sharing. Argues that moralists need to describe sharing situations clearly and transmit the understanding and practice of them to children. (DSK)

Defines moral education as an education in morality. Identifies morality as a particular way of life that has its own logic and reason. Recommends looking anew at fundamental concepts of moral education and building approaches and methods out of these new perspectives. Discusses overcoming resistance to this approach. (MJP)

Article presented different kinds of contributions and expertises toward research and development of moral education. (Author/RK)

Warnock believes that in moral education example is everything and instruction comparatively worthless. The assumptions behind this view are uncovered and demolished. (Author/RM)

Points out that competition is inevitable and that it is a means, not an end, in itself. Urges that passions involved in competitive situations not be denied but understood. Suggests that it is only through the understanding of such passions that we can maintain a balance between aggression and compliance. (KO)

Maintains that the content and methods of moral education are inextricably intertwined. Develops a view of moral education which recognizes the synthesis of content and process in students' school and home life. (JDH)

The author defines moral education; discusses the research, teacher education, and school time it requires; and considers the public misconceptions and scholarly fragmentation that are obstacles to its full development. (SJL)

Much research in the field of moral behaviour is vitiated by the prevalence among researchers of a behaviouristic conception of motivation which ignores the importance of reasons in guiding behaviour. Its is argued that this neglect is dangerous and that researchers must take more account of them if their work is to have real relevance for moral…

The author asserts that moral decision making can be taught, but that choosing the moral direction we wish students to take is problematical. He argues that the proper goal or direction is primarily allegiance to certain principles of rationality and justice, personal benevolence being a desirable goal but too fragile. (Author/SJL)

The rules and concepts of basic moral reasoning can be taught without difficulty to quite young children; but educating them to prefer to use these rules is another matter. Kohlberg's stages are not likely to be stages of cognitive reasoning, but indication of the reasoning encouraged by the child's environment. (Author/SJL)

Discusses authority's relevance to moral education. Suggests that the concept of authority has been neglected in theory and practice. Argues that no human interaction is possible without authority. Discusses authority's legitimacy and scope of authority in the context of compelling school attendance. Underscores authority's role in moral and…

Argues that liberalism is strong enough to sustain a moral consensus if its logic and psychological bases are understood. Rejects ideological positions, emphasizing the value of rational discourse for reaching consensus. Encourages liberal educators to make clear their commitment to a liberalism that avoids both authoritarianism and paranoia. (CH)