Restatement of the author's criticisms of Fenton's article about Kohlberg's cognitive-developmental approach to moral education in the April 1976 issue of "Social Education." Emphasis is made that (1) Fenton's definitive summations of Kohlberg's works should be more tentative and cautious, because (2) some parts of moral developmental research are…

Ideas are suggested as to how teachers can help students deal intelligently with questions of value in the classroom. Steps to use in approaching the conflicting issues related to promotion of world peace are outlined. (KM)

Translating social studies objectives into learnable tasks for students in the classroom involves understanding what a learning activity is, and that different types of learning activities serve different functions. An example of a learning activity sequence which includes four catagories of activities--intake, organizational, demonstrative, and…

Kohlberg's moral development theories and research are criticized. (DE)

Argues that teaching values in school is unavoidable and that current approaches to values education are insufficient. Suggests a more comprehensive approach which would include a concern for emotional growth as well as intellectual growth. Students must examine how people feel about things when creating solutions to moral dilemmas. (Author/KC)

Answers criticism directed at utilitarianism. Argues that the philosophy evaluates choices by identifying the factors that should be considered in weighing the morality of an act. Suggests that the distributive principle of impartiality means everyone's pleasure should count equally. (DK)

Discusses Hilda Taba's ideas and influence on the social studies curriculum and her work on a project to develop instructional guides for social studies teachers. Explores the importance of developing multiple objectives and organizing subject matter into key concepts, organizing ideas, and specific facts. Recommends emphasis on thinking, people,…

Explores the meaning of distributive justice and considers the importance of teaching the concept in social studies classes. Delineates characteristics of reasonable arguments for treating people differently to bring about justice. Presents situations to generate classroom discussion of the concept of justice. (NL)

Reviews the practical results of research published in 25 years of "Theory and Research in Social Education." Argues that it has had little impact on learning and teaching the social studies. Points to weaknesses in efforts to validate many ideas in social-studies research and suggests means to redress them. (DSK)

Presents brief descriptions of research methodologies by social studies educators. Offers examples of the potential research questions each method may suitably address. Concludes by listing several ways to improve the quality of research conducted by each method. (Author/GEA)

Research studies published in THEORY AND RESEARCH IN SOCIAL EDUCATION over the eight year period between 1979 and 1986 were reviewed and evaluated using an instrument developed by the authors. Descriptive summaries of the findings, along with examples of good and bad practice, are reported. (Author/BSR)

This article focuses upon the question, "Does the level of moral reasoning increase the likelihood of moral behavior occurring?" Findings from a review of the literature on this subject indicate that moral reasoning appears to be only one of many factors which may contribute to moral behavior. (DB)

Institutional affiliations of contributors to NCSS and AERA programs for 1975 to 1979 were compiled and compared with other indices of productivity such as journal article publication. Findings indicated that contributors to NCSS generally ranked high in productivity in social studies education. (DB)