Research and pedagogy in the field of morality and moral education has long been dominated by philosophical and psychological disciplines. Although sociological studies and theorising in the field have not been absent, it has been limited and non-systematic. Drawing on a study that investigated the lived morality of a group of young South Africans…

Is "development" a concept that properly belongs to mind and morality and, if it does, what account can we give of moral development now that Piagetian and Kohlbergian models are increasingly being abandoned in developmental psychology? In addressing this central issue, it is hoped that the paper will contribute to the quest for a new integrated…

Awareness of the potential of quality teaching (or teacher excellence in content, knowledge and pedagogy) to impact upon student achievement is an outcome of recent school-effectiveness research. This research has extended the understanding of the conception of "teacher" beyond surface factual learning to that of induction into learning of…

There are few available resources for learning and teaching about ethical issues in neuroimaging research with children, who constitute a special and vulnerable population. Here, a brief review of ethical issues in developmental research, situated within the emerging field of neuroethics, highlights the increasingly interdisciplinary nature of…

Taking the increasing implementation and practice of 'quality-oriented education' as the background to the current reform, the paper outlines moral education in the Chinese junior high school over the last 25 years. It offers a brief review of a few theoretical and empirical research projects which have had some influence on the 2003 reform of the…

Argues that reading literature is one of the best ways to cultivate the moral imagination. Draws on sources from cognitive science, philosophy, literature, and education. Argues that a cultivated moral imagination will have greater ability to make sound moral judgements. Infers this can be applied to educational pursuits as well. (CAJ)

Concludes that adolescents who were taught about their rights, as described in the United Nations Convention on the Rights of the Child, showed higher self-esteem, higher levels of perceived peer and teacher support, and indicated more support for the rights of others than comparison students. (DAJ)

Reviews studies examining differences in moral schema development, using techniques that range from measuring implicit knowledge (such as the defining issues test) and explicit knowledge (such as with the moral judgment interview). Finds significant differences in the comprehension of moral narratives based on age/education and level of expertise.…

Describes a study designed to understand Mexico's values education as a part of a larger comparative project to explore values education in a globally dynamic context. Discusses Mexico's political economy. Presents findings from a survey of policymakers. Shows regional differences and similarities. Contrasts Mexican findings with findings from…

Finds that eighth grade students in Facing History and Ourselves classrooms show increases in relationship maturity and decreases in racist attitudes and self-reported fighting behavior relative to comparison students. Reports that the gains made by Facing History students in moral reasoning and in civic attitudes and participation were not…

Examines 8-12 year olds' peer assessment of prosocial behavior and their relationship to self-assessment, teacher assessments, and peer acceptance. Reports that popular children were rated as significantly more prosocial, while rejected children were rated as significantly less prosocial than all other groups. Includes references. (CMK)

Describes the approach to moral education utilized by John Wilson focusing on his claims, arguments, and conclusions. Explores eight specific topics, such as his general perspective on moral education and the meaning and nature of moral. Reports on the areas of difficulty and criticism in relation to his approach. (CMK)

Argues that empirical questions about laws governing human activity do not have definite answers, but certain conceptional questions do; and many conceptual questions do not have definitive answers. Focuses on John Wilson's views on philosophy and moral education. Explores the implications for educational research. (CMK)

Discusses the reasons why educational researchers and teachers never embraced the ideas of John Wilson as they related to his components of morality in moral education. States that through this examination, the strengths and weaknesses of Wilson's approach can be appraised. (CMK)

Presents three experiments investigating the effects of mood on college students' capacities of moral reasoning. Explains that the experiments: (1) investigated the effects of happy and sad mood conditions on moral reasoning; (2) investigated mood effect when the task is self-oriented; and (3) exposed subjects to socially disturbing moral…