Examines the causes, characteristics, and results of the authoritarian personality in administrative positions. (IRT)

Reviews the accomplishments, goals, and problems of the commission during its first ten years. (IRT)

Stressing the importance, difficulty, and inevitability of moral education in public schools, this article asks educators to accept the task as moral educators, to gain insight tnto value conflicts, and to become role models of moral commitment. (DW)

Reports results of a Phi Delta Kappa survey on moral education, showing that educators have concern for rising crime and declining family life and expect family and church to conduct moral education. (DW)

Suggests that humans differ from other living organisms in the ability to exercise learned behavior and the individual will, which may allow people to make the changes in values necessary to survive on this planet. (DW)

Explains the Kohlberg moral stages in moral development, discusses the aims of moral and civic education, then describes the continuing experimental work at the Harvard Center for Moral Education. (Author/DW)

Declares that Kohlberg fails to consider morality outside of Kantian terms, fails to take "good-boy" morality seriously, is weak on affective morality, and fails to consider habit training in growth. (DW)

Values clarification is defined, explained, and described in the school setting, and the areas of expansion are listed. (DW)

Criticizes the values clarification approach for avoiding the structure of values, for allowing judgmental activites, for embracing moral relativism, and for not being founded in theory. (DW)

The affective and developmental approaches to moral education are described as inadequate, while the cognitive approach based on moral knowledge, moral reasoning, and the study of ethics is described as defensible and preferable, even though difficult to implement in public schools. (DW)

While agreeing with Scriven's exposition of the cognitive approach to moral education, the author disagrees with and comments on three points: the argument against developmentalists, morality and rational justification, and the affective aspect of moral argument. (DW)

Discusses implementation and evaluation in moral education pilot projects in Canadian elementary and secondary schools, emphasizing the role and impact of the teacher in teaching of values. (DW)

A comparison of content and procedures for teaching morality to the young in countries with contrasting political systems. (Author)

Answering question relating to the future of society, the influence of religion, and the role of education, two theologians agree that schools should develop in students a sense of wonder, empathy, and civility. (DW)

Outlines the Elementary Secondary Education Act's positive effect on education in breaking the federal aid logjam, spotlighting the needs of children, fueling the equality movement, promoting parental and community involvement, promoting public/nonpublic cooperation, promoting the accountability movement, and strengthening the federal system.…