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Publications
Publications (39)
This research, conducted at a midsize university, focused on the virtue of tolerance as it relates to an often-neglected area of diversity—diversity of conscience—defined as ‘legitimate differences of moral and religious conscience’. Tolerance is essential for fostering civility in our increasingly diverse societies and for promoting the free excha...
This chapter provides a broad picture of the abstinence education movement in the U.S. and the historical, political, and theoretical context of its journey. It describes the problems it has targeted, the policies and programs it has designed to solve them, and the results of these various interventions. Solutions to the problems posed by adolescen...
Changes in American sexual behavior brought about by the sexual revolution have been linked to the breakdown of the family and other social ills. Because sex has profound consequences for self, others, and society, sex education is an important part of character education. Sexual abstinence before marriage is associated with better physical and psy...
Schools today struggle to prepare students for the moral and performance character challenges they will face in the 21st Century. Whether it is bolstering academic performance, reducing dropout, or improving integrity and safety, developing the character and culture of excellence and ethics is a critical need of schools—and yet they must do so with...
In this chapter, the authors describe what they call the Smart & Good Schools model of character education, which focuses
on performance character and moral character in a way designed to contribute to personal integrity. The Smart & Good Schools
approach seeks to maximize the power of moral and performance character by viewing character as needed...
Working together, schools and families can provide a character-based approach to sexuality education that will protect young people from the harmful effects of a permissive society.
Thirteen suggestions for preventing the growing problem of peer cruelty at school include: adopt a schoolwide character education effort; create a classroom community; allow children to help set rules; teach empathy; practice cooperative learning; allow children of different ages to work together; teach social skills to end victimization; empower t...
Defining character education as the cultivation of virtue, this article addresses seven questions: (1) What is the Relationship Between Character and Virtue? (2) What is the Nature of Character Education? (3)What are the Goals of Character Education? (4) What are the Psychological Components of Character? (5) What is the Content of Character? (6) W...
The overall goal of Catholic education is to help students achieve a trans-formation in Christ. Integral to this transformation is development of the nattiral moral virtues and spiritual/supernatural virtties. Schools need to implement a comprehensive character-building program which focuses on twelve components, such as caring classroom commttniti...
A comprehensive model of classroom character education is described in terms of nine components: the teacher as caregiver, model, and mentor; creating a caring classroom environment; moral discipline; creating a democratic classroom environment; teaching values through the curriculum; cooperative learning; the conscience of the craft; ethical refle...
Character education is a deliberate, whole-school effort to create a community of virtue, where moral behaviors such as respect, honesty, kindness, hard work, and self-control are modeled, taught, experienced, and practiced in everyday operations. High schools can mobilize the peer culture by involving students and parents in setting personal, soci...
In recent years “character education” has emerged in the United States as a leading term for school efforts to implement programmes in moral values, ethics and citizenship education. This paper sets out 11 principles to guide schools as they plan their character education initiative. These include: issues such as core ethical values and their justi...
When criticizing the author's character-education article in the November 1993 "Educational Leadership," William Bennetta fails to acknowledge that nondirective sex education has failed. Abstinence is not the Religious Right's invention, but is the only medically safe, morally responsible choice for unmarried teenagers. The Teen-Aid and Sex Respect...
Concern over the moral condition of American society is spawning a new character-education movement requiring teachers to create a moral community, practice moral discipline, foster classroom democracy, teach values through the curriculum, stress cooperative learning and conflict resolution, and foster caring beyond the classroom. (MLH)
Growing up in a highly eroticized environment, children are preoccupied with sex in developmentally distorted ways and increasingly likely to act out their sexual impulses. Abstinence is the only totally effective way to avoid pregnancy, AIDS, and other sexually transmitted diseases. Chastity education promises great success through promotion of se...
Lickona describes his first encounters with Kohlberg and how Kohlberg's approach has been blended with other approaches in the development of Lickona's work on the moral education of children.
In today's moral environment, teaching the young high moral standards requires cooperation between schools and families. This article describes four successful approaches: developing a school-community consensus about values, forming parent support groups, creating multifaceted parent participation opportunities, and writing parallel curricula for...
Convincing people that moral education deserves a high place on the public-school agenda was once an uphill battle, but now American advocates of moral education are surrounded by an embarrassment of supportive evidence. Fresh scandals break with such numbing regularity that the list grows almost too long to remember: Watergate, international sabot...
This paper discusses moral development and illustrates ways that it can be fostered in children both in the home and in the classroom. Moral education is discussed in terms of four basic questions: (1) Is there a need for it? (2) If so, is it the job of the schools to teach morality? (3) What is moral development? and (4) If fostering moral develop...
This book contains selections from psychologists, social scientists, and educators on the origins and nature of moral reasoning and behavior. Part one is an introduction and is intended to help the reader organize the wealth of theory and research in the field around eight basic questions confronting a science of morality. Part two sets forth eight...
This paper presents the position that concern for others is fundamentally a matter of cognitive definition of one's relationship to and responsibility for other human beings. Altruism changes as a function of an individual's overall level of cognitive-moral development. There are six forms of altruism, corresponding to Kohlberg's six sequential mor...
A basic quality of the open classroom is that children are encouraged to make choices. Psychological rationales for allowing children to make choices are taken from psychological theory: (1) the objective of education, stated by Piaget and others, is to develop creative and independent thinkers; (2) children are intrinsically motivated to learn: (3...
A defence of Piaget's theory of moral development against misunderstandings of his overemphasis on genetic maturation, underemphasis on role of intelligence, and imposition of a "universal order. (MH)