Seven worlds of moral education

Phi Delta Kappan

Volumn 86, Issue 7, 2005, Pages 525-533

  Joseph, Pamela Bolotin ^a   Efron, Sara ^b  

^a Antioch University   (United States)

^b NATIONAL LOUIS UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 15244349287     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: 10.1177/003172170508600713     Document Type: Article

References (65)

1. Alfie Kohn, "How Not to Teach Values: A Critical Look at Character Education," Phi Delta Kappan, February 1997, p. 436.
2. Thomas Lickona, Educating for Character: How Our Schools Can Teach Respect and Responsibility (New York: Bantam, 1991); Kevin Ryan and Karen E. Bohlin, Building Character in Schools: Practical Ways to Bring Moral Instruction to Life (San Francisco: Jossey-Bass, 1999), p. 11; and Edward A. Wynne and Kevin Ryan, Reclaiming Our Schools: A Handbook on Teaching Character, Academics, and Discipline (New York: Macmillan, 1993).
3. Thomas Lickona, Educating for Character: How Our Schools Can Teach Respect and Responsibility (New York: Bantam, 1991); Kevin Ryan and Karen E. Bohlin, Building Character in Schools: Practical Ways to Bring Moral Instruction to Life (San Francisco: Jossey-Bass, 1999), p. 11; and Edward A. Wynne and Kevin Ryan, Reclaiming Our Schools: A Handbook on Teaching Character, Academics, and Discipline (New York: Macmillan, 1993).
4. Thomas Lickona, Educating for Character: How Our Schools Can Teach Respect and Responsibility (New York: Bantam, 1991); Kevin Ryan and Karen E. Bohlin, Building Character in Schools: Practical Ways to Bring Moral Instruction to Life (San Francisco: Jossey-Bass, 1999), p. 11; and Edward A. Wynne and Kevin Ryan, Reclaiming Our Schools: A Handbook on Teaching Character, Academics, and Discipline (New York: Macmillan, 1993).
5. William J. Bennett, The Book of Virtues: A Treasury of Great Moral Stories (New York: Simon & Schuster, 1993). The six ethical values of the Character Counts Youth Ethics Initiative can be found at www.charactercounts. org/defsix.htm. The Kent City Schools in Ohio developed a list of character virtues: cooperation, self-control, trustworthiness, tolerance, compassion, commitment and dedication, work ethic and responsibility, respect for self and others, fairness and justice, and respect for our community and environment, which is available at http://kent.k12.oh.us/kcs/ cep/traits.php.
6. For information on the School 18 program, see www.albanyschools. org/Schools/school18/school18program.htm.
7. For information on these and other character activities, see http:// kent.k12.oh.us/kcs/cep/activities.php.
8. See J. Wesley Null and Andrew J. Milson, "Beyond Marquee Morality: Virtue in the Social Studies," Social Studies, May/June 2003, pp. 119-22; Don Jacobs, "The Case for the Inclusion of an Indigenous Perspective in Character Education," paper presented at the annual meeting of the American Educational Research Association, New Orleans, April 2002; and David Purpel, "The Politics of Character Education," in idem, ed., Moral Outrage in Education (New York: Peter Lang, 1999), pp. 83-97.
9. See J. Wesley Null and Andrew J. Milson, "Beyond Marquee Morality: Virtue in the Social Studies," Social Studies, May/June 2003, pp. 119-22; Don Jacobs, "The Case for the Inclusion of an Indigenous Perspective in Character Education," paper presented at the annual meeting of the American Educational Research Association, New Orleans, April 2002; and David Purpel, "The Politics of Character Education," in idem, ed., Moral Outrage in Education (New York: Peter Lang, 1999), pp. 83-97.
10. See J. Wesley Null and Andrew J. Milson, "Beyond Marquee Morality: Virtue in the Social Studies," Social Studies, May/June 2003, pp. 119-22; Don Jacobs, "The Case for the Inclusion of an Indigenous Perspective in Character Education," paper presented at the annual meeting of the American Educational Research Association, New Orleans, April 2002; and David Purpel, "The Politics of Character Education," in idem, ed., Moral Outrage in Education (New York: Peter Lang, 1999), pp. 83-97.
11. For more information on these examples, visit www.aaalmn.org/index. htm; www.seattleschools.org/schools/aaa/nguzo_s.htm; www.afrocentric. info/AfricanCentered; and www.duboislc.org/EducationWatch/faqs.html.
12. In this article, we focus on examples from Indian schools that are not strictly tribal schools. For example, see Sandra M. Stokes, "Curriculum for Native American Students: Using Native American Values," Reading Teacher, vol. 50, 1997, pp. 576-84; Angayuqaq Oscar Kawagley and Ray Barnhardt, "Education Indigenous to Place: Western Science Meets Native Reality," in Gregory A. Smith and Dilafruz R. Williams, eds., Ecological Education in Action: On Weaving Education, Culture, and the Environment (Albany: State University of New York Press, 1998), pp. 117-40; G. Mike Charleston, "Toward True Native Education: A Treaty of 1992: Final Report of the Indian Nations at Risk Task Force," Journal of American Indian Education, Winter 1994, pp. 1-23; and Washington Education Association, "Tulalip Heritage School: Linking Cultures and Generations," 9 November 2000, available at http://www.wa.nea.org/articles/ 2000-4/Choice3.htm. For information on the Center School, see www. centerschool.org.
13. In this article, we focus on examples from Indian schools that are not strictly tribal schools. For example, see Sandra M. Stokes, "Curriculum for Native American Students: Using Native American Values," Reading Teacher, vol. 50, 1997, pp. 576-84; Angayuqaq Oscar Kawagley and Ray Barnhardt, "Education Indigenous to Place: Western Science Meets Native Reality," in Gregory A. Smith and Dilafruz R. Williams, eds., Ecological Education in Action: On Weaving Education, Culture, and the Environment (Albany: State University of New York Press, 1998), pp. 117-40; G. Mike Charleston, "Toward True Native Education: A Treaty of 1992: Final Report of the Indian Nations at Risk Task Force," Journal of American Indian Education, Winter 1994, pp. 1-23; and Washington Education Association, "Tulalip Heritage School: Linking Cultures and Generations," 9 November 2000, available at http://www.wa.nea.org/articles/ 2000-4/Choice3.htm. For information on the Center School, see www. centerschool.org.
14. In this article, we focus on examples from Indian schools that are not strictly tribal schools. For example, see Sandra M. Stokes, "Curriculum for Native American Students: Using Native American Values," Reading Teacher, vol. 50, 1997, pp. 576-84; Angayuqaq Oscar Kawagley and Ray Barnhardt, "Education Indigenous to Place: Western Science Meets Native Reality," in Gregory A. Smith and Dilafruz R. Williams, eds., Ecological Education in Action: On Weaving Education, Culture, and the Environment (Albany: State University of New York Press, 1998), pp. 117-40; G. Mike Charleston, "Toward True Native Education: A Treaty of 1992: Final Report of the Indian Nations at Risk Task Force," Journal of American Indian Education, Winter 1994, pp. 1-23; and Washington Education Association, "Tulalip Heritage School: Linking Cultures and Generations," 9 November 2000, available at http://www.wa.nea.org/articles/ 2000-4/Choice3.htm. For information on the Center School, see www. centerschool.org.
15. In this article, we focus on examples from Indian schools that are not strictly tribal schools. For example, see Sandra M. Stokes, "Curriculum for Native American Students: Using Native American Values," Reading Teacher, vol. 50, 1997, pp. 576-84; Angayuqaq Oscar Kawagley and Ray Barnhardt, "Education Indigenous to Place: Western Science Meets Native Reality," in Gregory A. Smith and Dilafruz R. Williams, eds., Ecological Education in Action: On Weaving Education, Culture, and the Environment (Albany: State University of New York Press, 1998), pp. 117-40; G. Mike Charleston, "Toward True Native Education: A Treaty of 1992: Final Report of the Indian Nations at Risk Task Force," Journal of American Indian Education, Winter 1994, pp. 1-23; and Washington Education Association, "Tulalip Heritage School: Linking Cultures and Generations," 9 November 2000, available at http://www.wa.nea.org/articles/ 2000-4/Choice3.htm. For information on the Center School, see www. centerschool.org.
16. For discussions on culturally relevant moral education, see Cynthia Ballenger, "Because You Like Us: The Language of Control," Harvard Educational Review, vol. 62, 1992, pp. 199-208; Peter Murrell, "Afrocentric Immersion: Academic and Personal Development of African American Males in Public Schools," in Theresa Perry and James W. Frazer, eds., Freedom's Plow: Teaching in the Multicultural Classroom (New York: Routledge, 1993), pp. 231-59.
17. For discussions on culturally relevant moral education, see Cynthia Ballenger, "Because You Like Us: The Language of Control," Harvard Educational Review, vol. 62, 1992, pp. 199-208; Peter Murrell, "Afrocentric Immersion: Academic and Personal Development of African American Males in Public Schools," in Theresa Perry and James W. Frazer, eds., Freedom's Plow: Teaching in the Multicultural Classroom (New York: Routledge, 1993), pp. 231-59.
18. Nel Noddings, The Challenge to Care in Schools (New York: Teachers College Press, 1992); and Jane Roland Martin, The Schoolhome: Rethinking Schools for Changing Families (Cambridge: Harvard University Press, 1992).
19. Nel Noddings, The Challenge to Care in Schools (New York: Teachers College Press, 1992); and Jane Roland Martin, The Schoolhome: Rethinking Schools for Changing Families (Cambridge: Harvard University Press, 1992).
20. Victor Battistich et al., "Students and Teachers in Caring Classroom and School Communities," paper presented at the annual meeting of the American Educational Research Association, New Orleans, April 1994; and Rick Weissbourd, "Moral Teachers, Moral Students," Educational Leadership, March 2003, pp. 6-11.
21. Victor Battistich et al., "Students and Teachers in Caring Classroom and School Communities," paper presented at the annual meeting of the American Educational Research Association, New Orleans, April 1994; and Rick Weissbourd, "Moral Teachers, Moral Students," Educational Leadership, March 2003, pp. 6-11.
22. Lynn H. Doyle and Patrick M. Doyle, "Building Schools as Caring Communities: Why, What, and How?," The Clearing House, May/June 2003, pp. 259-61; and Jean Tepperman, "Schooling as a Caring Community," Children's Advocate, September/October 1997, available at www.4children. org/news/9-97cdp.htm.
23. Lynn H. Doyle and Patrick M. Doyle, "Building Schools as Caring Communities: Why, What, and How?," The Clearing House, May/June 2003, pp. 259-61; and Jean Tepperman, "Schooling as a Caring Community," Children's Advocate, September/October 1997, available at www.4children. org/news/9-97cdp.htm.
24. Doyle and Doyle, op. cit.
25. Eric Schaps, "Creating a School Community," Educational Leadership, March 2003, pp. 31-33.
26. Ibid.; and Weissbourd, op. cit.
27. Ibid.; and Weissbourd, op. cit.
28. Ian M. Harris, Mary Lee Morrison, and Timothy Reagan, Peace Education, 2nd ed. (Jefferson, N.C.: McFarland & Company, 2002); "What Is Peace Education?," in A Teachers' Guide to Peace Education (New Delhi, India: United Nations Educational, Scientific, and Cultural Organization, 2001), available at www.ncte-in.org/pub/unesco/ch1.htm; Frans C. Verhagen, "The Earth Community School: A Back-to-Basics Model of Secondary Education," Green Teacher, Fall 1999, pp. 28-31; William Scott and Chris Oulton, "Environmental Values Education: An Exploration of Its Role in the School Curriculum," Journal of Moral Education, vol. 27, 1998, pp. 209-24; and American Montessori Society, "AMS Position Paper: Holistic Peace Education," available at www.amshq.org/positions/documents/peace. pdf.
29. Ian M. Harris, Mary Lee Morrison, and Timothy Reagan, Peace Education, 2nd ed. (Jefferson, N.C.: McFarland & Company, 2002); "What Is Peace Education?," in A Teachers' Guide to Peace Education (New Delhi, India: United Nations Educational, Scientific, and Cultural Organization, 2001), available at www.ncte-in.org/pub/unesco/ch1.htm; Frans C. Verhagen, "The Earth Community School: A Back-to-Basics Model of Secondary Education," Green Teacher, Fall 1999, pp. 28-31; William Scott and Chris Oulton, "Environmental Values Education: An Exploration of Its Role in the School Curriculum," Journal of Moral Education, vol. 27, 1998, pp. 209-24; and American Montessori Society, "AMS Position Paper: Holistic Peace Education," available at www.amshq.org/positions/documents/peace. pdf.
30. Ian M. Harris, Mary Lee Morrison, and Timothy Reagan, Peace Education, 2nd ed. (Jefferson, N.C.: McFarland & Company, 2002); "What Is Peace Education?," in A Teachers' Guide to Peace Education (New Delhi, India: United Nations Educational, Scientific, and Cultural Organization, 2001), available at www.ncte-in.org/pub/unesco/ch1.htm; Frans C. Verhagen, "The Earth Community School: A Back-to-Basics Model of Secondary Education," Green Teacher, Fall 1999, pp. 28-31; William Scott and Chris Oulton, "Environmental Values Education: An Exploration of Its Role in the School Curriculum," Journal of Moral Education, vol. 27, 1998, pp. 209-24; and American Montessori Society, "AMS Position Paper: Holistic Peace Education," available at www.amshq.org/positions/documents/peace. pdf.
31. Ian M. Harris, Mary Lee Morrison, and Timothy Reagan, Peace Education, 2nd ed. (Jefferson, N.C.: McFarland & Company, 2002); "What Is Peace Education?," in A Teachers' Guide to Peace Education (New Delhi, India: United Nations Educational, Scientific, and Cultural Organization, 2001), available at www.ncte-in.org/pub/unesco/ch1.htm; Frans C. Verhagen, "The Earth Community School: A Back-to-Basics Model of Secondary Education," Green Teacher, Fall 1999, pp. 28-31; William Scott and Chris Oulton, "Environmental Values Education: An Exploration of Its Role in the School Curriculum," Journal of Moral Education, vol. 27, 1998, pp. 209-24; and American Montessori Society, "AMS Position Paper: Holistic Peace Education," available at www.amshq.org/positions/documents/peace. pdf.
32. Ian M. Harris, Mary Lee Morrison, and Timothy Reagan, Peace Education, 2nd ed. (Jefferson, N.C.: McFarland & Company, 2002); "What Is Peace Education?," in A Teachers' Guide to Peace Education (New Delhi, India: United Nations Educational, Scientific, and Cultural Organization, 2001), available at www.ncte-in.org/pub/unesco/ch1.htm; Frans C. Verhagen, "The Earth Community School: A Back-to-Basics Model of Secondary Education," Green Teacher, Fall 1999, pp. 28-31; William Scott and Chris Oulton, "Environmental Values Education: An Exploration of Its Role in the School Curriculum," Journal of Moral Education, vol. 27, 1998, pp. 209-24; and American Montessori Society, "AMS Position Paper: Holistic Peace Education," available at www.amshq.org/positions/documents/peace. pdf.
33. Mary Lee Morrison, "Peace Education in Theory and Practice," Delta Kappa Gamma Bulletin, Fall 2002, pp. 10-14.
34. For information on the One World Montessori School, see www. oneworldmontessori.org.
35. For more information on these examples, see www.globalvillageschool. org; www.seattleschools.org/schools/southshore; www.lkwash.wednet. edu/lwsd/pdf/environmental0203.pdf; and www.pps.k12.or.us/schools-c/ pages/environmental.
36. Morrison, op.cit.
37. Peter McLaren, Life in Schools: An Introduction to Critical Pedagogy in the Foundations of Education (New York: Longman, 1989); and Henry Giroux, Border Crossings: Cultural Works and the Politics of Education (New York: Routledge, 1993), p. 104.
38. Peter McLaren, Life in Schools: An Introduction to Critical Pedagogy in the Foundations of Education (New York: Longman, 1989); and Henry Giroux, Border Crossings: Cultural Works and the Politics of Education (New York: Routledge, 1993), p. 104.
39. Pamela Bolotin Joseph and Mark Windschitl, "Fostering a Critical and Caring Classroom Culture," Social Education, Middle Level Learning Supplement, May/June 1999, pp. 14-15.
40. Regine Labossiere, "Nova Sister-School Class Aids East Timor Students," Seattle Times, 13 October 2003, p. B-3.
41. See David Field, "Freedom Writers," Teacher Magazine on the Web, February 1999; Nat Hentoff, "Fifth-Grade Freedom Fighters," Washington Post, 1 August 1998, p. A-15; Mindy Sink, "Schoolchildren Set Out to Buy Freedom for Slaves," New York Times, 2 December 1998, p. B-14; and Richard Woodbury, "The Children's Crusade," Time, 21 December 1998, p. 44.
42. See David Field, "Freedom Writers," Teacher Magazine on the Web, February 1999; Nat Hentoff, "Fifth-Grade Freedom Fighters," Washington Post, 1 August 1998, p. A-15; Mindy Sink, "Schoolchildren Set Out to Buy Freedom for Slaves," New York Times, 2 December 1998, p. B-14; and Richard Woodbury, "The Children's Crusade," Time, 21 December 1998, p. 44.
43. See David Field, "Freedom Writers," Teacher Magazine on the Web, February 1999; Nat Hentoff, "Fifth-Grade Freedom Fighters," Washington Post, 1 August 1998, p. A-15; Mindy Sink, "Schoolchildren Set Out to Buy Freedom for Slaves," New York Times, 2 December 1998, p. B-14; and Richard Woodbury, "The Children's Crusade," Time, 21 December 1998, p. 44.
44. See David Field, "Freedom Writers," Teacher Magazine on the Web, February 1999; Nat Hentoff, "Fifth-Grade Freedom Fighters," Washington Post, 1 August 1998, p. A-15; Mindy Sink, "Schoolchildren Set Out to Buy Freedom for Slaves," New York Times, 2 December 1998, p. B-14; and Richard Woodbury, "The Children's Crusade," Time, 21 December 1998, p. 44.
45. Joseph and Windschitl, op. cit.
46. Lawrence Kohlberg, The Psychology of Moral Development: Moral Stages and the Life Cycle, vol. 2 (San Francisco: Harper & Row, 1984).
47. Clark Power, "Building Democratic Community: A Radical Approach to Moral Education," in William Damon, ed., Bringing in a New Era in Character Education (Palo Alto, Calif.: Hoover Institution, 2002), pp.1-32; and Elsa K. Weber, "Rules, Right and Wrong, and Children," Early Childhood Education Journal, Winter 2000, pp. 107-11.
48. Clark Power, "Building Democratic Community: A Radical Approach to Moral Education," in William Damon, ed., Bringing in a New Era in Character Education (Palo Alto, Calif.: Hoover Institution, 2002), pp.1-32; and Elsa K. Weber, "Rules, Right and Wrong, and Children," Early Childhood Education Journal, Winter 2000, pp. 107-11.
49. For more information on these examples, see www.pabloneruda academy.org/justcom.htm; and www.scarsdaleschools.k12.ny.us/hs/ Aschool.
50. Sara Efron, "Beyond Character Education: Democracy as a Moral Goal," Critical Issues in Teacher Education, vol. 8, 2000, pp. 20-28.
51. Barbara J. Thayer-Bacon, "Democratic Classroom Communities," Studies in Philosophy and Education, vol. 15, 1996, pp. 333-51; F. Clark Power, "Building Democratic Community: A Radical Approach to Moral Education," in Damon, pp. 129-48; and Edward R. Mikel, "Deliberating Democracy," in Pamela Bolotin Joseph et al., eds., Cultures of Curriculum (Mahwah, N.J.: Lawrence Erlbaum, 2000), pp. 115-35.
52. Barbara J. Thayer-Bacon, "Democratic Classroom Communities," Studies in Philosophy and Education, vol. 15, 1996, pp. 333-51; F. Clark Power, "Building Democratic Community: A Radical Approach to Moral Education," in Damon, pp. 129-48; and Edward R. Mikel, "Deliberating Democracy," in Pamela Bolotin Joseph et al., eds., Cultures of Curriculum (Mahwah, N.J.: Lawrence Erlbaum, 2000), pp. 115-35.
53. Barbara J. Thayer-Bacon, "Democratic Classroom Communities," Studies in Philosophy and Education, vol. 15, 1996, pp. 333-51; F. Clark Power, "Building Democratic Community: A Radical Approach to Moral Education," in Damon, pp. 129-48; and Edward R. Mikel, "Deliberating Democracy," in Pamela Bolotin Joseph et al., eds., Cultures of Curriculum (Mahwah, N.J.: Lawrence Erlbaum, 2000), pp. 115-35.
54. Robert J. Nash, Answering the "Virtuecrats": A Moral Conversation on Character Education (New York: Teachers College Press, 1997); and Katherine G. Simon, Moral Questions in the Classroom: How to Get Kids to Think Deeply About Real Life and Their Schoolwork (New Haven, Conn.: Yale University Press, 2001), pp. 37-38.
55. Robert J. Nash, Answering the "Virtuecrats": A Moral Conversation on Character Education (New York: Teachers College Press, 1997); and Katherine G. Simon, Moral Questions in the Classroom: How to Get Kids to Think Deeply About Real Life and Their Schoolwork (New Haven, Conn.: Yale University Press, 2001), pp. 37-38.
56. Joe Winston, "Theorising Drama as Moral Education," Journal of Moral Education, December 1999, pp. 459-71; Vaille Dawson, "Addressing Controversial Issues in Secondary School Science," Australian Science Teachers Journal, November 2001, pp. 38-44; and Larry R. Johannessen, "Strategies for Initiating Authentic Discussion," English Journal, September 2003, pp. 73-79.
57. Joe Winston, "Theorising Drama as Moral Education," Journal of Moral Education, December 1999, pp. 459-71; Vaille Dawson, "Addressing Controversial Issues in Secondary School Science," Australian Science Teachers Journal, November 2001, pp. 38-44; and Larry R. Johannessen, "Strategies for Initiating Authentic Discussion," English Journal, September 2003, pp. 73-79.
58. Joe Winston, "Theorising Drama as Moral Education," Journal of Moral Education, December 1999, pp. 459-71; Vaille Dawson, "Addressing Controversial Issues in Secondary School Science," Australian Science Teachers Journal, November 2001, pp. 38-44; and Larry R. Johannessen, "Strategies for Initiating Authentic Discussion," English Journal, September 2003, pp. 73-79.
59. Linda Leonard Lamme, "Digging Deeply: Morals and Ethics in Children's Literature," Journal for a Just and Caring Education, October 1996, pp. 411-20; Steven Wolk, "Teaching for Critical Literacy in Social Studies," Social Studies, May/June 2003, pp. 101 -6; Lena Green, "Philosophy for Children: One Way of Developing Children's Thinking," Thinking, vol. 13, no. 2, 1997, pp. 20-22; www.chss.montclair.edu/iapc/homepage. html; Margot Stern Strom, Martin Sleeper, and Mary Johnson, "Facing History and Ourselves: A Synthesis of History and Ethics in Effective History Education," in Andrew Garrod, ed., Learning for Life: Moral Education Theory and Practice (Westport, Conn.: Praeger, 1992), pp. 131-53; and Melinda Fine, "Facing History and Ourselves: Portrait of a Classroom," Educational Leadership, December 1991, pp. 44-49.
60. Linda Leonard Lamme, "Digging Deeply: Morals and Ethics in Children's Literature," Journal for a Just and Caring Education, October 1996, pp. 411-20; Steven Wolk, "Teaching for Critical Literacy in Social Studies," Social Studies, May/June 2003, pp. 101 -6; Lena Green, "Philosophy for Children: One Way of Developing Children's Thinking," Thinking, vol. 13, no. 2, 1997, pp. 20-22; www.chss.montclair.edu/iapc/homepage. html; Margot Stern Strom, Martin Sleeper, and Mary Johnson, "Facing History and Ourselves: A Synthesis of History and Ethics in Effective History Education," in Andrew Garrod, ed., Learning for Life: Moral Education Theory and Practice (Westport, Conn.: Praeger, 1992), pp. 131-53; and Melinda Fine, "Facing History and Ourselves: Portrait of a Classroom," Educational Leadership, December 1991, pp. 44-49.
61. Linda Leonard Lamme, "Digging Deeply: Morals and Ethics in Children's Literature," Journal for a Just and Caring Education, October 1996, pp. 411-20; Steven Wolk, "Teaching for Critical Literacy in Social Studies," Social Studies, May/June 2003, pp. 101 -6; Lena Green, "Philosophy for Children: One Way of Developing Children's Thinking," Thinking, vol. 13, no. 2, 1997, pp. 20-22; www.chss.montclair.edu/iapc/homepage. html; Margot Stern Strom, Martin Sleeper, and Mary Johnson, "Facing History and Ourselves: A Synthesis of History and Ethics in Effective History Education," in Andrew Garrod, ed., Learning for Life: Moral Education Theory and Practice (Westport, Conn.: Praeger, 1992), pp. 131-53; and Melinda Fine, "Facing History and Ourselves: Portrait of a Classroom," Educational Leadership, December 1991, pp. 44-49.
62. Linda Leonard Lamme, "Digging Deeply: Morals and Ethics in Children's Literature," Journal for a Just and Caring Education, October 1996, pp. 411-20; Steven Wolk, "Teaching for Critical Literacy in Social Studies," Social Studies, May/June 2003, pp. 101 -6; Lena Green, "Philosophy for Children: One Way of Developing Children's Thinking," Thinking, vol. 13, no. 2, 1997, pp. 20-22; www.chss.montclair.edu/iapc/homepage. html; Margot Stern Strom, Martin Sleeper, and Mary Johnson, "Facing History and Ourselves: A Synthesis of History and Ethics in Effective History Education," in Andrew Garrod, ed., Learning for Life: Moral Education Theory and Practice (Westport, Conn.: Praeger, 1992), pp. 131-53; and Melinda Fine, "Facing History and Ourselves: Portrait of a Classroom," Educational Leadership, December 1991, pp. 44-49.
63. Linda Leonard Lamme, "Digging Deeply: Morals and Ethics in Children's Literature," Journal for a Just and Caring Education, October 1996, pp. 411-20; Steven Wolk, "Teaching for Critical Literacy in Social Studies," Social Studies, May/June 2003, pp. 101 -6; Lena Green, "Philosophy for Children: One Way of Developing Children's Thinking," Thinking, vol. 13, no. 2, 1997, pp. 20-22; www.chss.montclair.edu/iapc/homepage. html; Margot Stern Strom, Martin Sleeper, and Mary Johnson, "Facing History and Ourselves: A Synthesis of History and Ethics in Effective History Education," in Andrew Garrod, ed., Learning for Life: Moral Education Theory and Practice (Westport, Conn.: Praeger, 1992), pp. 131-53; and Melinda Fine, "Facing History and Ourselves: Portrait of a Classroom," Educational Leadership, December 1991, pp. 44-49.
64. Constance M. Perry, "How Do We Teach What Is Right?: Research and Issues in Ethical and Moral Development," Journal for a Just and Caring Education, October 1996, pp. 400-10; and Ruth W. Grant, "The Ethics of Talk: Classroom Conversation and Democratic Politics," Teachers College Record, Spring 1996, pp. 470-82.
65. Constance M. Perry, "How Do We Teach What Is Right?: Research and Issues in Ethical and Moral Development," Journal for a Just and Caring Education, October 1996, pp. 400-10; and Ruth W. Grant, "The Ethics of Talk: Classroom Conversation and Democratic Politics," Teachers College Record, Spring 1996, pp. 470-82.