More than two thirds of respondents to 1975 and 1976 Gallup polls on education stated that schools should take on a share of the responsibility for the moral development of their students. Morality has also become a “media event” as television and film productions address serious moral questions. “Roots” and “Holocaust” broke television viewing records. Such exposure has greatly increased public awareness of the necessary moral dimension of human living. The moral questions remain unsolved, and the public seems to be asking schools to prepare future generations to provide more adequate answers. Yet what the school’s role should be in such an endeavor is unclear. Public debate concerning the nature of that role remains confused. This book demonstrates six different models of moral education: rationale building, consideration, values clarification, value analysis, cognitive moral development, and social action. These six represent theories most widely used and contain materials associated with the models that have been among the most widely disseminated and most readily available. A major premise of this book is that the complexity of morality and moral development is such that educators must combine the strength of these models in order to do justice to the challenges of moral education in the schools.
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