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UNIVERSITY o1 GLASGOW 7•11 July zooo

Table of Contents Introduction Letters ofWelcome Acknowledgements University of Glasgow hosts and co-sponsors About the University of Glasgow Other University of Glasgow Ethics related Initiatives Announcements Amenities Transportation The City of Glasgow .

1 7 8 10 11 12 13 14 15

Features

Thursday

Friday

22 23

rl' July Pre-conference Workshops

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f' July Schedule for the Day Concurrent Session I Concurrent Session IT Concurrent Session ill

Saturday tfh July Schedule for the Day Concurrent Session IV Concurrent Session V Concurrent Session VI Concurrent Session Vll Kohlberg Memorial Lecture Sunday

17 20

About the Association for Moral Education (AME) 2000 Conference Theme and Featured Speakers AME Special Events Session Formats

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28 34 40

45 46

51 58 62 68

tJh July Schedule for the Day Concurrent Session Vill Concurrent Session IX Distinguished Professors from Scotland

Monday 1 ffh July Schedule for the Day Concurrent Session X Concurrent Session XI Concurrent Session Xll Concurrent Session XID Tuesday 111h July Schedule for the Day

69 70

75 79

81 82 85

89 95 99

From the Principal Professor Sir Graeme Davies, F.Eng., FRSE

U NIVERSITY of GLASGOW

GD/MR

Dear Participants

Let me first say how delighted I am to welcome you as participants in the 26th annual Conference of the Association for Moral Education here in the University of Glasgow. As you will know we are a University of long and proud traditions and are currently preparing to celebrate our 550th Anniversary in 2001. Such traditions thrive only when they continuously change so as to inform and be informed by the needs of different ages. Such a willingness to change is most recently marked by the creation of our new Faculty of Education which is hosting your conference and we hope that your presence here will strengthen the links already established between many of you and colleagues here in th~ Faculty. I am conscious of the fact that this is the first ocassion on which the Conference has been outside continental North America and thank you for choosing to come to Scotland and particularly to the University of Glasgow.

You bring with you quite a range of expertise and experience in the fields of education, developmental psychology, philosophy, theology and so on. This is clearly seen in the breadth and depth of what looks to be an challenging and stimulating programme. I am confident that you will find your time here with us in the University, and in Glasgow more generally, both fruitful and enjoyable.

I wish you

well for your conference and once again welcome you to our University.

/o...:n ~~ -1~ r~

THE QUEEN'S

ANNIVERSARY PRIZES

1998

THE UNIVERSITY OF GLASGOW Glasgow G 12 8QQ Direct Lines: 0141-330 5995/4250 Fax:Ol41-330 4947 E-Mail: gdavies@mis.gla.ac.uk

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WELCOME FROM THE PRESIDENT OF THE ASSOCIATION FOR MORAL EDUCATION

Dear friends and colleagues Welcome to the 26th annual conference of the AME, the first to be held outside North America!

So, welcome to the United Kingdom! And I am sure our colleagues from north of the border are ready to give us a warm welcome to Scotland.

With the new millennium and as the AME enters its second quarter century, it is surely fitting that AME expand its horizons. In its growth as a mature professional body in an interconnected world it is appropriate and necessary that the AME develops fully as an international organisation. By holding our annual conference in Western Europe we are grounded in theoretical and empirical perspectives with challenges and opportunities which differ from those in North America.

Thus the theme of this year's conference, The Making ofMoral Citizens?, is at the heart of many of Europe's and, indeed, Britain's political and educational issues. What is it to be a citizen? A moral citizen? (or is this a contradiction in terms?). How can we educate young people to be moral and to be active and responsible members of society? Do we think of ourselves as citizens of England, Scotland, Wales, (Northern) Ireland? Citizens of Europe? How can notions of citizenship embrace ethnic and cultural diversity? How do schools develop as communities and encourage in young people a sense of belonging, a desire to contribute and a feeling that their participation and voices count? The conference will address these and many other questions of morality and citizenship.

I know that Jim Conroy and his Programme Committee and team have worked hard to ensure that this conference will be rich and rewarding, professionally and socially. Since this conference is also much longer than usual - extending over six days - we hope that everyone will have ample time to attend formal sessions, engage in informal dialogues and participate in society meetings, as well as having some time to experience some distinctive Scottish cultural and geographical highlights. So, I wish to thank you, Jim, and your colleagues, for hosting and managing the conference, all of you for coming and contributing to the conference, and not least, members of the Executive Board for all the activities they undertake to support and enhance the viability and profile of the Association across the year.

May I wish you good conferencing. And please demonstrate that you are good citizens by participating in the community meeting and actively taking AME forward!

With best wishes Monica J Taylor

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Faculty of Education University of Glasgow Welcome from Conference chair

Dear Conference Participants, >

I am delighted to have been given the opportunity to welcome you to Glasgow and to the first occasion on which the Association has held its annual conference outside of North America. It is a privilege for the University of Glasgow to be the first institution to be so honoured and I believe moral education in Scotland and throughout the British Isles will benefit significantly from this important milestone in the life of the Association. A new millennium and a new country see the annual conference as vigorous and challenging as ever, occupying a central role in the support and development of moral education across the international community. The richness and diversity of the programme we have assembled this year testifies to the vitality of the Association and the growing relevance of its work to teachers and educators in widely differing contexts. I would like to thank the University in its various guises as well our external sponsors for their support.

This year's conference theme, 'The Making of Moral Citizens', has deep resonances in Scotland, where the renowned educational system has traditionally laid great emphasis on the moral development ofyoung people and on the importance of educational institutions in the creation of civil society. Our main aim in working out the implications of the theme has been to encourage a conference which addresses issues directly related to the citizenship debate raging with everincreasing intensity throughout the world. The advance of globalisation and its epistemological concomitants present us with an enormous task in creating and sustaining our geographical and moral locations. We, the Conference committee, hope that this year's event will contribute to reflections on what it is to be a citizen, drawing upon those parts of our traditions which can take us forward.

Finally I would like to thank my colleagues on the Conference Committee for all their support and help; David, Bob, Ben, Alex, Henrikka and, most especially Doret and Janet our Conference secretary. Have a good and enjoyable conference.

Jim

AME2000 Conference Chair

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Acknowledgements Conference Planning and Program Committee Conference Chair: James C. Conroy, DEPARTMENT OF RELIGIOUS EDUCATION, FACULTY OF EDUCATION, UNIVERSITY OF GLASGOW

Planning Committee: David Carr, FACULTY oF EDUCATION, VNIVERSITY oF EDINBURGH Henrikka CJarkebum, INSTITUTE OF BIOMEDICAL AND LIFE SCIENCES, UNIVERSITY OF GLASGOW Robert A. Davis, FACULTY OF EDUCATION, UNIVERSITY OF GLASGOW Doret de Ruyter, FACULTY OF EDUCATION EDUCATION, UNIVERSITY OF GLASGOW Alex Rodger, NORTHERN COLLEGE, DUNDEE

Additional University of Glasgow Programme Support Liz Brown Janet Crick

Reviewers David Carr Jim Conroy Ben Spiecker

Henrikka Clarkebum Bob Davis Doret de Ruyter

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University of Glasgow Hosts Department of Religious Education Faculty ofEducation

Information about University of Glasgow Hosts Department of Religious Education The Department of Religious Education in the Faculty of Education of the University of Glasgow plays a vital, centml and critical role in the Mission of the Faculty with particular regard to the search for truth and meaning. This search, while taking a variety of forms is rooted in the language, structure and form of Catholic Christianity enriched by the insights and truths offered by other Christian traditions, other faith tmditions and those of good will.

In this role the Department sees itself to be of service to the Catholic Community in Scotland and the Educational Community in Scotland.

This mission also takes place in the wider context of the ideals we share with so many others in promoting religious, social and moral well-being amongst the people of Scotland within Britain and Europe.

Faculty of Education The Faculty of Education at Glasgow University is the newest Faculty of the University, having been established on 1 April 1999, by the merger of the former St Andrew's College with the University. Also included in the Faculty are the Department of Adult and Continuing Education, the Department of Education, the Centre for Science Education and the Teaching and Learning Service which were former parts of the University.

The mission of the Faculty ofEducation is: to provide initial training, continuing professional development and academic study for educators and others working across all sectors of education to build on existing partnerships with schools and education authorities through the education of practising teachers and others concerned with education to maintain and develop the strengths, purposes and ethos of Catholic education through the work of the Board of Catholic Education to undertake the study and practice of education in its social, cultuml and political context to conduct research in education to provide continuing education progmmmes to the broader community in support of the University's policy of seeking to widen access to higher education to increase existing national and international links in the study of education and educational research.

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Conference Co-Sponsors University of Glasgow Co-Sponsors: Department of Educational Studies Department of Curriculum Studies Department ofPhilosophy External Relations and Marketing Office Faculty ofDivinity Faculty ofEducation

Major Sponsor Gordon Cook Foundation Other Sponsors Carfax Publishing Blackwells Publishing MOSAIC National Foundation for Educational Research Journal ofMoral Education The City of Glasgow Greater Glasgow and Clyde Valley Tourist Board

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About the University of Glasgow

The University of Glasgow, founded in 1451, is the second oldest university in Scotland and the fourth oldest in Britain.

The magnificent Main Building of the University, designed in Gothic style by Sir George Gilbert Scott, is one of the city's best known landmarks. The University has been on this site since 1870 when it moved from the city centre.

For its first two centuries the young institution operated from Glasgow Cathedral and temporary accommodation nearby. In the seventeenth century, as the intellectual activity foreshadowing the Enlightenment took root, the University moved to its first permanent home in a building on the High Street, subsequently known as the 'Old College' and described by contemporaries as 'the chief ornament ofthe city'.

The University played its distinguished part in the Enlightenment and in fostering the research and inquiry which prepared the ground for the Industrial Revolution in which the city of Glasgow was to play a world role. Ironically it was the encroaching overcrowding and squalor of factories and railways, fruits of the industrial expansion it had helped to shape, which forced the University to move to its present site in what was then suburban Gilmorehill, a location it has occupied since 1870. Here the University is preparing to celebrate its 550th anniversary in 2001.

Today, the University of Glasgow is one of the UK's leading universities with an international reputation for its research and teaching and an important role in the cultural and commercial life of the country. With 16,500 full-time students, it is one of the country's largest universities.

Employing more than 5,300 staff it is a major employer in the city and, with an annual turnover of ÂŁ200M, it makes a substantial contribution to the local economy.

Firmly rooted in the West of Scotland from where it recruits 45% of its students, the University of Glasgow is nevertheless an international institution, attmcting students from 80 countries and sending large numbers of students on study periods abroad. Today's research projects are typically international, with academics from every continent working in Glasgow while the University's own staff make valued contributions to collaborative work with some 200 institutions around the world.

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Other University of Glasgow Ethics-Related Initiatives Values Education Project Directorate, Director: James C. Conroy Centre for Guidance Studies, Director: Kevin Clancy Early Education Centre, Director: Elizabeth Cullen Faculty ofEducation St Andrew's Campus Bears den Glasgow G61 4QA Tel: 0141 330 3440

Centre for the Child and Society Lilybank House, Bute Gardens, University of Glasgow, Glasgow G12 8RT Telephone: 0141 330 5923 Fax: 0141 307 8035 Head of Centre: Prof M Hill

Institute ofBiomedical and Life Sciences Planning Office West Medical Building University of Glasgow Glasgow G12 8QQ Scotland Tel: 0141-339 8855 Ext: 0032 Fax: 0141-330 4758 Director: ProfC. A Fewson

DeparhnentofPhilosophy West Quadrangle, University of Glasgow, University Avenue, G12 8QQ Tel.: 0141 330 5692/3 Fax: 0141 330 4112 Head ofDepartment: Elizabeth Telfer Email: philosophy@arts.gla.ac.uk

Faculty ofDivinity Deparhnent of Theology and Religious Studies No 4 The Square- Glasgow G12 8QQ- Scotland Telephone: 0141-330 6524 Fax: 0141-330 4943 Head of Department/Dean :Prof David Jasper(D.Jasper@divinity.gJa.ac. uk)

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Announcements

Book Exhibition Please visit the AME book exhibition where the following publishers will be represented: Carfax NIACE National Foundation for Educational Research Blackwells Publishing

Narnetags Please wear your AME 2000 narnetag at all times. It is your ticket to all conference activities, including conference sessions, refreshment breaks, lunches and special events.

Hospitality Conference volunteers will be on hand throughout the conference to provide assistance to all participants.

Evaluations Evaluation Forms will be available at the end of the main conference. They should be completed and returned to Dr Robert A Davis, AME2000 Planning Committee, University of Glasgow, Faculty of Education, St Andrew's Campus, Duntocher Road, Bearsden, Glasgow G61 4QA, Scotland, UK. No Smoking Policy The University of Glasgow operates a No Smoking Policy in all buildings. Conference participants wishing to smoke are respectfully requested to do so outside.

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AME 2000 Amenities

Fax, Copy, and Word Processing These facilities will be available in special cases on request to the Registration Desk.

Message Board A Message Board will be available throughout the conference in the Fore Hall .

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Local Restaurants and Maps Literature supplied by the Glasgow Tourist Board will be available throughout the conference.

Glasgow Restaurants, Events, and Bus Schedules Literature supplied by the Glasgow Tourist Board will be available throughout the conference.

Religious Services in the Area Literature indicating the times and locations of religious services within the immediate area of the University will be available at Registration.

Banking facilities Limited facilities are available on the Campus (There is a branch of Clydesdale bank in the Hub).

You can find Autotellers on Byres Road and Dumbarton Road.

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Transportation to Airport By road :- The M8 Motorway via Junction 28 gives easy access to and from the airport. The airport is about 20 minutes drive from Glasgow City Centre and about two minutes from Paisley, the nearest town. You can drop off passengers outside the terminal building, but if you want to see them off please use one ofthe car parks.

By rail:- Paisley's Gilmour Street railway station is the nearest to the airport. Just two miles from the terminal, it can be reached by taxi or by the regular bus services from the centre of the city. There are direct rail services from Glasgow Central to Paisley Gilmour Street.. There are eight trains per hour (Monday-Saturday) and five per hour (Sunday) to Gilmour Street to Glasgow Central. Glasgow Central is best reached form the University by using the Glasgow Underground (Metro) from Hillhead Station to Buchan Street Station. The journey takes about ten mintes, with an additional five minute walk to Glasgow Central. If you need to transfer from Central station to either Queen Street station or Buchanan bus station, you can use free bus service 398, which runs every 10 minutes between the hours of0700-2200 (Monday to Saturday) and 1000-2200 (Sunday).

Further information on rail services, telephone 08457 48 49 50 (UK only).

By bus:- All buses depart from the Buchan Bus Station in the city centre. There are frequent services from Glasgow city centre, operated by Scottish Citylink (service 905) and Fairline Coaches (Airport Express), which have pick up points at various locations in the city, including close to Glasgow Central and Queen Street railway stations At peak times, there are eight services per hour with services to the airport operating between 0655 and 2200 hours (MondaySaturday) and between 0645 and 2200 hours (Sunday). Regular bus services also operate to the airport from Paisley and Paisley Gilmour Street station By taxi:- Taxis are available 24 hours a day from the University area. Taxi drivers are obliged to meter the entire journey and publish their scale of charges. Longer distance journey prices may be negotiated with the driver.

Taxis may be called from the airport, from one of the taxi companies, or hailed in University Avenue or Great Western Road. The nearest taxi rank is in Queen Margaret Drive on the other side of Great Western Road at the major junction with University Avenue. A typical fare to the airport would be ÂŁ8.00. Assistance from the taxi management company and a list of charges is available at the airport taxi booking office next to the airport taxi rank. Telephone Cab Fly, the taxi management company, on +44 (0)141 848 4588.

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The City of Glasgow Sometimes described as Britain's finest Victorian city, today's Glasgow is the result of determination by the citizens themselves to make the most of it's architecture, heritage and culture. Excitement and awareness steadily grew over the last decade. Glasgow became a venue for stimulating new developments such as the Burrell Collection, then host for a major Garden Festival followed by the accolade of Cultural Capital of Europe in 1990. In 1999 it will be the European City of Architecture & Design.

Though the extraordinary breadth of .the Burrell Collection, with its collection of textiles, furniture, ceramics and other objets d'art, is typical of the city's cultural wealth, there are many other diversions. One ofEurope's finest civic art collections is in the Kelvingrove Museum & Art Gallery. Opposite is the Museum of Transport, with its reconstructions of a typical Glasgow street of the 1930s. Also nearby¡is the University of Glasgow's Hunterian Museum & Art Gallery with plenty of material on Charles Rennie Mackintosh. This architect made a notable contribution to the development of the Art Nouveau movement in Europe. Glasgow has some fine examples of his genius, including his masterpiece, the Glasgow School of Art. Located next to Glasgow Cathedral, visitors will also find the stimulating St Mungo Museum, presenting the universal themes of life, death and the hereafter through evocative art associated with different faiths.

Glasgow is the headquarters of many artistic companies, including Scottish Opera, Scottish Ballet and the Royal Scottish Orchestra, all of which have regular concert programmes m custom-built halls, notably the flagship venue, the Glasgow Royal Concert Hall.

Naturally, a major city such as Glasgow offers a very wide shopping choice, made all the more pleasant by the widespread provision of pedestrian area, such as Buchanan Street, Argyle Street or Sauchiehall Street. In addition, while the St Enoch Centre represents the modern trend in covered shopping and is one of the largest malls in Europe, Princes Square has added an elite note, with a sophisticated ambience appropriate for a style-conscious city. The area known as the Merchant City - recalling the entrepreneurial adventurers who traded with the Americas in the 17th and 18th centuries - is now a district of small select shops, while Byres Road in the West End is another area offering plenty of shopping choice. At the other end of the scale is The Barras: part flea market, part entertainment but an important element in the Glasgow shopping expenence.

Glasgow is famous for its variety of pubs, wine bars and other places of much conviviality, where visitors will find Glaswegian hospitality at its most generous. At places well known to the locals, such as The Babbity Bowster or the Scotia Bar with its impromptu and spirited folk music performances, visitors can find an authentic Glasgow pub experience as well as good wholesome pub food. Glasgow's restaurant scene is lively and sophisticated, with restaurants such as The Buttery, offering a distinctly Franco-Scottish menu and consistently high quality. Meanwhile clubs and nightspots are as up-to-date and fashion-conscious as anywhere in Europe, with places such as King Tut's Wah Wah Hut offering a special venue for live bands, while Ivory Blacks is rated by some as the top spot for all kinds of live entertainment.

Many of the city's pubs offer live entertainment, for example, folk or jazz. For a complete guide to the city's entertainment, make sure you call at the city-centre Tourist Information Centre.

16 The area of the city surrounding the University, commonly known as Hillhead or simply 'The West End', is a busy, cosmopolitan, and multi-ethnic area. It is famous for its architecture, its student population, its conversation, the park, museum and botanic gardens, and its great diversity of bars and restaurants.

Places to visit These are a few examples of things to see and do.

* Kelviogrove Museum & Art Gallery One of Europe's finest art collections housed in the imposing gallery in Kelvingrove Park in the city's West End. (Open all year.)

* Glasgow Museum ofTransport Every kind of vehicle imaginable on display at the Kelvin Hall, opposite Kelvingrove Museum & Art Gallery. * Charles Rennie Mackintosh The Glasgow architect who made a unique and lasting contribution to European design. Much of his work is to be seen all over the city and in the galleries and museums. * The Museum Of Comparative Religion (St Mungo Museum) Next to Glasgow Cathedral and the Necropolis, the museum explores many aspects of world religions. There is also a Zen garden.

* Burrell Collection, Pollok Park, Glasgow The vast and unique collection of one man who gifted it to the city. Degas, Rodin, ancient Egypt, Mingvases.

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About the Association for Moral Education (AME) AME was founded in 1976 to provide an interdisciplinary forum for dialogue among professionals interested in the moral dimensions of educational theory and practice. The Association is dedicated to fostering communication, cooperation, training, curriculum development, and research in moral theory and educational practice. AME emphasizes the development of moral understanding in all individuals and believes that such development requires opportunities for engagement in moral dialogue.

Governed by an elected Executive Board, AME membership is international in scope and includes educators and educational researchers, psychologists and sociologists, philosophers and theologians, public and private school teachers and administrators, and others interested in advancing the growing field of moral education. The AME invites all individuals and institutions with a professional interest in moral education to become members. Conference registrants are eligible for membership in the Association for the subsequent year at no additional cost. Membership includes an annual subscription to the Journal ofMoral Education.

2000 Executive Board Larry Blum Jim Conroy Andrea Green Helen Haste Ann Higgins Lene Arnett Jensen Monika Keller Sharon Lamb Georg Lind Cristina Moreno

Darcia Narvaez, Secretary Larry Nucci Don Reed John Snarey Ben Spiecker Monica Taylor, President Steve Thoma, Treasurer Terri Thorkildsen Janie Ward Gillian Wark

2000/1 Executive Board Barbara Applebaum, Jim Conroy Andrea Green Monika Keller Georg Lind Larry Nucci John Snarey Steve Thoma, Treasurer Gillian Wark

Larry Blum Andrew Garrod Helen Haste Sharon Lamb Nancy Nordmann Don Reed Monica Taylor, President Janie Ward

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The Annual Conference The chief activity of the AME is the sponsorship of an international conference each November.

Through its annual conference, the Association serves as a resource to educators, pmctitioners, students, and researchers in matters related to moral development and moral education. Hosted by prestigious universities and institutions, the conference also serves as a think-tank in moral education by bringing together many of the world's foremost scholars in fields having a bearing on moml education issues. Presentations in the form oflectures, symposia, panel and roundtable discussions, poster sessions and demonstrations are designed to meet the diverse interests of attendees, ranging from the highly theoretical to the eminently practical. Special features of the annual conference include a variety of pre-conference workshops, the Kohlberg Memorial Lecture, and an awards banquet to honor recipients of the Kuhmerker and Dissertation Awards.

Kohlberg Memorial Lecturers 1999 1998 1997 1996 1995 1994 1993 1992 1991 1990 1989 1988

Kenneth Strike Lawrence Blum Carol Gilligan William Damon Fritz Oser Richard Shweder Nel Noddings Laurence Thomas John Goodlad Howard Gardner Maxine Greene James R. Rest

Kuhmerker Award Recipients 1999 No Award 1998 No award 1997 Clark Power 1996 Mary Brabeck 1995 Don Cochrane 1994 Lawrence J. Walker 1993 Dwight R. Boyd 1992 No award 1991 No award 1990 Richard L. Hayes 1989 Muriel Bebeau 1988 Howard Radest 1987 Edwin (Ted) Fenton 1986 Margot Strom and Bill Parsons, Jr. 1985 Marcia Mentkowski 1984 Ralph Mosher 1983 James R. Rest 1982 Lawrence Kohlberg

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Dissertation Award Recipients 1999 1998 1997 1996 1995 1994 1993 1992 1991 1990 1989 1988 1987 1986 1985 1984 1983

No Award Elena Mustakova-Possardt, Ph.D., University of Massachusetts Amherst Daniell. Vokey, Ph.D., UniversityofToronto Lene Arnett Jensen, Ph.D., University of Chicago John Harrison Taylor, Ph.D., UniversityofBritish Columbia Mary Louise Arnold, Ed. D., Harvard University Marion Mason, Ph.D., Ohio State University No award Marilyn Sterner Keat, Ph.D., Pennsylvania State University Kathleen Chafey, Ph.D., UniversityofMinnesota Dawn Ellen Schrader, Ed. D., Harvard University Deborah Deemer, Ph.D., University of Minnesota Jyotsna Vasudev, Ph.D., University of Pittsburgh Stephen Joseph Thoma, Ph.D., University of Minnesota Gil Noam, Ed.D., Harvard University Cheryl Armon, Ed.D., Harvard University John R. Snarey, Ed.D., Harvard University

Conference Locations and Chairs 1999 1998 1997 1996 1995 1994 1993 1992 1991 1990 1989 1988 1987 1986 1985 1983 1983 1982 1981 1980 1979 1978 1977 1976

Minneapolis, Minnesota - Darcia Narvaez Hanover, New Hampshire -Andrew Garrod Atlanta - John Snarey Ottawa - Bill Belanger New York - Ann Higgins Banff, AB - Michael Boyes Tallahassee, FL - Mary Brabeck, Richard Hayes, Patricia King, and Steve Thoma Toronto - Dwight Boyd Athens, G A - Richard Hayes Notre Dame, IN - Clark Power Newport Beach, CA -Tom Wilson and Cheryl Armon Pittsburg -Ray Hummel Cambridge, MA - Mary Brabeck and Ann Higgins Chicago - Larry Nucci Toronto- Dwight Boyd Columbus, OH- John Gibbs Boston- Ralph Mosher, Kevin Ryan, and Joseph Reimer Minneapolis - Muriel Bebeau, James Rest, and Lois Erickson New York - Lisa Kuhmerker Cambridge, MA - Lisa Kuhmerker Philadelphia - Lisa Kuhmerker Scarsdale, NY - Lisa Kuhmerker New York - Lisa Kuhmerker and Thomas Hennessy New York- Lisa Kuhmerker

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2000 Conference Themes The theme ofthis year's conference is 'The Making ofMoral Citizens'_ The theme is intended to further exploration of the myriad relationships which exist between public life and individual moral and social development and education. Conference sub-themes are: 1.

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Conceptions of good citizenship - problems and possibilities Developmental Psychology and the individual in society Active Citizenship The political and the personal in ethical development Marginalisation and citizenship" The role of the media and technology in political and moral development The media and personal development The interface between education and social work The claims of communitarianism and moral choice Cultural diversity and the claims of citizenship

The intention is to promote a wide-ranging dialogue between the philosophy and psychology of ethics and the politics and practice of moral and citizenship education.

2000 Featured Speakers Kohlberg Memorial Lecture Professor Richard Pring

The Moral Character of Teaching We have great pleasure in welcoming Professm¡ Richard Pring as our Kohlberg Lecturer. Richard Pring is director of the Department ofEducational Studies in Oxford. He has written many articles and books on the Philosophy of Education, among which are 'Closing the Gap: Liberal Education and Vocational Preparation' ( 1995) and 'The New Curriculum' (1997).¡ This year his latest book, 'Philosophy of Educational Research', will be published.

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Distinguished Lecture Series Carrying on the tradition of recent years tha¡ee eminent Professors from Scotland will give invited lectures. These are: Professor Joe Thomson:

Thinking the Unthinkable- A future for Children':~ hearing in Scotland?

Joe Thomson is currently Regius Professor of Law at the University of Glasgow and Dean of the Faculty of " Law and Accountancy. He is well known in and beyond Scotland as a thoughtful, challenging and entertaining speaker. When he demits office as Dean in August 2000 he will take a three year leave of absence to act as a law commissioner for Scotland.

Professor David Carr

Moral education and the_lwzards of .

Developmentalism David Carr is professor of Education at the University of Edinburgh. For many years he has been a highly respected philosopher of education and his work has been widely read . A prolific author, he has written many articles on topics ranging from the philosophy of art to the logic of religious education.

Professor David Jasper:

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The Subject on Trial and Baudrillard's Nightmare David Jasper is cutTently Dean of the Faculty of Divinity and Head of the Department of theology and Religious Studies at the University of Glasgow where he established the "Centre for Literature and Theology" . He has been concerned, for some time, with the exploration of whether or not there is "hope" to be found in the public sphere.

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Session Formats Conference contributions will be presented in a variety offmmats :

Symposia provide an opportunity for examining specific problems or topics from a variety of perspectives. Three to four papers make up a symposium (with or without a discussant) and each presenter takes 15-20 minutes to deliver his or her paper, with all presenters then sharing a 10-15 minute questions-from-the-audience period at the end ofthe session.

Paper sessions consist of a group of three paper presentations that address a topic or area of moral development and education. EacH presentation takes about 20 minutes followed by a 5minute question and answer period.

Poster sessions combine the graphic displays of materials with the opportunity for individualised, informal discussion of the research throughout the session. Presenters set up a display of their research, including a brief abstract of their paper, with full copies of their papers available for distribution.

Demonstrations are roundtable-like events used to illustrate and discuss a specific technique derived from a theory or approach to moral education. Presenters typically demonstrate and explain the workings of an educational tool or teaching method. Like roundtable sessions, demonstrations are intended to be highly interactive sessions for small groups.

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6th

July 2000

Pre-Conference Workshops 1.00 - 4.00 p.m.

G26 Guidelines for Teachers to Incorporate Character Education into Regular Curriculum ' Darcia Narvaez and Tonia Bock, Leilani Endicott, Christyan Mitchell, University of Minnesota We discuss a project; 'Community Voices and Character Education', whose overarching goal is to apply a researched-based approlich to moral development, while at the same time emphasizing the importance of context-specific community values. Using a process model of ethical behavior, we apply research and research-based theory to instruction for ethical development at the young secondary level. We emphasize teachable skills important for moral sensitivity, moral judgement, moral motivation, moral action, and citizenship. We provide a framework that suggests ways to integrate the instruction of these skiUs into the regular classroom curriculum.

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Designing Moral and Ethical Development Problems and Analysing Collected Data Albert Erdynast, Antioch University This workshop provides instruction in 1) the design of moral dilemma problems, 2) the selective use of those materials from Kohlberg's Standard Dilemmas that are consistent with fundamental tenets ofKohlberg's own theory, and 3) the analysis of collected data on moral and ethical development so that structural-developmental changes can be effectively identified and measured. lllustrative case examples of seven levels of moral and ethical development in the domains of the good, the right, and just will be presented along with scoring rules to be foUowed in the use of a scoring manual for the analysis of data.

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Character Education Models, Perspectives, and Developmental Issues Mary Williams, University of San Diego Never before has there been as utilitarian and cognitive view of the purpose of public education as there is today. Contemporary leaders teU us we must improve our schools to compete in the world market and prepare better skiUed workers. These are worthy goals, but they should not eclipse the acculturating and ennobling functions of education that have historically been its first priority. The goal of this workshop is for participants to leave the session with greater understanding of the conceptions related to character education, the ideas about how character education can fit within their PK-12 programs. Model school programs and political issues will be reviewed. Participants wi11 apply a comprehensive framework, derived from an evaluation of effective programs, to analyze a school/community program.

Sample course syllabi and resources contained in the report [by National Commission on Character Education], will help provide educators with the wherewithal to 'get started'.

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The Just Community Approach to Moral Education Ann Higgins-D'Aiessandro, Fordham University This workshop will explain and illustrate the Just Community approach to moral education, including its educational philosophy, its institutions (i.e., the community meeting, advisory groups, fairness committee) and practices (one-person, one-vote, real-life moral issues discussions, community -building, and community self-governance), and its goals (creating a school community with a positive moral culture and the development of the students as students, citizens, and people). Workshop participants will learn how to write moral dilemmas based on real school issues and conduct discussions on them, how to implement this approach in limited ways in classrooms with children or adolescents, and how to use the philosophy and concepts of democratic and communitarian education to create moral education institutions and practices useful in their own cultures and schools.

Videotapes will be used and substantial handouts provided.

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CONCURRENT SESSION I 1.1 THEORY OF MORAL DEVELOPMENT Paper Presentations

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Chair: T McLaughlin On Making Moral Citizens Victor L. Worsfold, University of Texas How will moral citizens require to be morally educated for life in the 21 &t century? Taking my cue from Martha Nussbaum's Cultivating Humanity, I want to argue that moral citizens will require a moral education in the ethics that under gird Nussbaum's three desiderata of the education of citizens, namely, the ability to engage in self-critical examination, allegiance to the ideal of world citizenship, and the development of what Nussbaum calls the narrative imagination. Embedded in these three dimensions of the education of citizens is, I believe, a conception of moral decency that is, when properly construed, designed to make educated citizens moral citizens.

Should We Esteem Self-Esteem: Moral Education in Therapeutic Times Joseph Dunne, St. Patrick's College, Dublin City University Western societies in recent years have seen a large expansion of therapeutic discourses and practices- and a steady importation of the latter into education in both schools and families.

'Self-esteem' has become a central and almost incontestable aim of education - with considerable impact, it will be argued, on what is (or is not) now attempted under the rubric of 'moral education'. This paper has two related objectives: a) to analyse critically the educational manifestations of the culture of 'self-esteem' and b) to defend, beyond the claims of the therapeutic, a practice of moral education as the cultivation ofvirtues with an avowedly civic/political orientation.

Ethics Before Equality: Moral Education after Levinas Paul Standish, University of Dundee Emptiness, indeed nihilism, is a characteristic of so much contemporary discourse regarding morality and moral education. This is found in facile notions or teaching right and wrong but also in the prevalence of rights-talk, with its sacrosanct assumptions about equality. This paper looks at this discourse in the light ofLevinas' account of the primacy of ethics- of my absolute responsibility in the face ofthe other, ofthe asymmetry of my relation to the other.

It seeks an account of receptivity that releases the ethical from the limitations of moral reasoning.

32 1.5 GENDER AND FAMILY

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Chair: D. Misgeld Light and Shade: Understanding and/or misunderstanding moral development in Latinamerican Contexts Jose Mesa, Columbia University; Susana Frishancho, Fordham University; Monica Rangel, Roberto Hernandez, Cristina Moreno Universidad de Monterrey Discussants: Dieter Misgeld, Ontario Institute for Educational Studies; Ann Higgins D' Alessandro, Fordham University The definition, understanding and assessment of moral development as well as particular proposals for moral education in the Spanish speaking world have been influenced by Kohlberg's theory ofmoral development.

Recent changes in citizenship education, particularly at the secondary school level, reflect a strong Kohlbergian influence. The cultural traditions which centre moral education on communitarian grounds face particular challenges brought forward in the light of an education that stresses the autonomy of individuals.

Approaches for moral education such as dilemma discussion and just community are examined in relation to their relevance and pertinence.

A group of scholars from Colombia, Peru and Mexico approach in their papers some of the following questions: a) What are the main assumptions about the definition and the role of community in various cultural settings? b) How do these assumptions affect the results of particular educational interventions? c) What are the particular tensions between cultural traditions (linguistic, social, religious and educational) and Kohlbergian educational approaches? d) What are some of the particular empirical findings regarding moral reasoning? e) How could empirical findings regarding moral competency be interpreted in the light of the former historical and philosophical considerations. f) What are some of the problems to assess moral reasoning (using instruments based Kohlberg's theory)? g) In societies that strive for justice and democracy. How do we go about pursuing/promoting moral development?

1.6 ORGANISATION AND MORALITY

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Paper Presentations Chair: R. Hayes Moral Leadership vs. Leadership? Social Psychological Influences and Educational Policy Implications Dawn E. Schrader, Cornell University and John C. Pijanowski, North Carolina State University Within our political, industrial, military and educational systems are models of good leadership and failed leadership, and a confusion between good leadership and moral leadership. This paper addresses three areas: 1) the interconnections between the characteristics of leadership and of moral leadership, 2) the interactions between social context, cognitive and psychological constructions that influence the development of concepts

33 of leadership and morality, and 3) the implications for fostering the development of moral leadership models and their implementation into practice via professional education for school administrators and teachers.

Organisational Culture and the Moral Education of the Citizen John Brick, Australian Catholic University The nature of educational organisational structures partly determine the content and direction of the education occurring therein. It can be the case that leaders and subordinates accept uncritically the organisational milieu in which they are interacting. This paper would argue that a critical understanding of how til,e organisation actually works, what I would term the development of organisational literacy, may enable members of the organisation to create structures which enhance their education, particularly in a framework of lifelong learning.

The assumption here is that the moral growth of the citizen does not cease when formal schooling has been completed. The paper would present an instrument which seeks to have participants identifY ethical presuppositions in organisations with which they are familiar and open them up to analysis.

Benchmarking Values in Teacher Education Bart McGettrick, University of Glasgow There is a strong trend in the United Kingdom to consider "Benchmarking" as a means of evaluating programmes in Higher Education. This has been subject to criticism as a process which leads to academic conformity and loss of opportunity for progressive development of subjects.

This presentation will examine how the moral dimensions of teacher education have been addressed within a set of benchmarks for Initial Teacher Education in Scotland (It should be noted that the author is the Chairman ofthe national committee which set out the benchmarks for Initial Teacher Education in Scotland). The author will argue that properly constructed and appropriately used these benchmarks raise interesting opportunities to address some of the essential moral issues in teacher education.

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CONCURRENT SESSION II ll.l THEORY OF MORAL DEVELOPMENT Paper Presentations

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Chair: J. Conroy Intrinsic Goodness, Moral virtue, and the Paradox of character Education Daniel Vokey, University of Prince Edward Island According to Macintyre, character education informed by an Aristotelian conception of virtue faces an apparent paradox. One becbmes virtuous by doing what the genuinely virtuous person would do. However, to judge what the genuinely virtuous person would do in a given situation, one must already possess the moral and intellectual virtues! In my paper, I Will argue (a) that Macintyre's lack of an adequate account of intrinsic goodness leaves him without a satisfactory response to this apparent paradox; and (b) that both an adequate conceptual framework for character education and a faithful interpretation of Aristotle require an experiential interpretation on intrinsic goodness.

Defining Contexts and Re-defining Kant in the Ethics of Care Pradeep A. DhiUon, University of Illinois In feminist ethics it has been commonplace to oppose Kantian approaches to ethics to those put forward by the ethics of care. The general disagreement turns on two substantive points.

In this essay I propose a reconciliation of an ethics of principle with an ethics of care. My argument will rest on three points: 1) I will show that suggestion made by feminist theorists of care that we tie moral judgments to particular contexts is based on a questionable assumption of what a context is . 2) Following Robert Brandom, I will argue that contexts are defined through linguistic interaction. Thus what we say the relevant context is, how we say "us" and "not-us," is already an ethical formulation. That is, contexts are negotiated through linguistic practices and norms are constitutive of them. In other words, moral decisions do not necessarily follow from defining a context but are folded into such descriptions. 3) Moral agency is not autonomous, nor dyadic, but multivalent or ecological. These three points taken together change how we think about the ethics of care and what we might consider to be the work of moral education.

Virtues of Independence or Dependence? Reviewing Macintyre After Macintyre Ian M. McPherson, Northern College of Education, Dundee In 1999 Alasdair Macintyre published "Dependent Rational Animals: why Human Beings need the Virtues." He argues there that a better account of human virtues should begin with general features of human existence to which philosophers, and especially moral philosophers, have generally paid inadequate attention, i.e. the animal nature ofhuman beings as shown in our kinship with other intelligent species, including aspects of vulnerability and disability, with consequent dependence on others. The paper offers a critical review ofthis version of Macintyre, after the supposedly better-known Macintyre of "After Virtue", etc.

Does ecological Macintyre yet do justice to human interdependence?

36 11.3 MORAL EMOTIONS AND FEELINGS

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Paper Presentations Chair: A. Higgins

What If That Were You?: Moral Reciprocity and Pluralism Martha Ritter, University of New Hampshire If educators accept a position of moral pluralism, then what concept(s) of moral reciprocity should guide our conversation with students? In this paper, I explore this question by tracing the tensions between a particular conversation I had with three 11-year-old girls about their writing and the philosophical work ofNel Noddings, Seyla Benhabib, and Iris Marion Young.

Pro-social Motivation in Adolescents Lisa Markman and Ann Higgins-D' Alessandro, Fordham University This study of pro-social motivation in adolescents investigates the relationship ofhigh school students' expressed motivations to engage in pro-social behaviour in various settings (i.e., school, peer group, family and community). Pro-social behaviour is assessed through selfreports of activities in the four settings, the Rushton 91983) Altruism Scale, and a helping task (i.e., filling out and returning a take home survey on pro-social moral reasoning). Prosocial motivations are assessed using a newly created self-report measure and classified into four domains (moral, conventional-authority, conventional-social peer conformist and personal preference), derivitive ofTuriel's (1983) domains. Models ofthe relationships of pro-social motivations and pro-social behaviours with demographic (age, sex) and personal (self-esteem) variables and school (type, culture and belonging) and family (differentiation and separation) factors are tested. A strong focus is on school type because one school is a Just Community and one is the traditional high school in the same community. Research has shown that Just Community schools promote moral reasoning development: this study addresses the question, whether they also impact motivations and behaviour.

Moral Judgment and Preference for Altruistically Oriented Law Practice Among Beginning Law Students Maury Landsman, University of Minnesota and Steven P. McNeel, Bethel College Negative stereotypes of lawyers suggest low levels of morality. However, many law subdisciplines reflect an altruistic/justice orientation, and should not be associated with low levels of morality. First year law students (N= 170) took the DIT -2, and rated the importance of 12 law sub-disciplines. Factor analysis of importance ratings identified one main altruistic factor and two additional factors. Average moral judgment compared favourably to other first year professional groups and was significantly higher when students highly valued altruistic law disciplines. Political orientation, gender, and moral judgment each contributed significantly to predicting importance of the altruistic factor, but not the other factors.

38 11.5 MORAL EDUCATION AND COMMUNITY

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Symposium Chair: D. Garz Pathways to the res publica. On Moral Education and Public Action Roland Reichenbach, Frits Oser, Wolfgang Althof, University ofFribourg; DetlefGarz, University of Oldenburg; Hauke Brunkorst, University of Flensburg The Vanishing Democracy in the Emerging Global Civil Society.

Hauke Brunkhorst, University ofFien.sburg The paper deals with the problems of the functional relevance of democracy for the system of modem societies. The differentiation of morality and law and the progressing democratisation of the rule of law were once constitutive for the nation state. However, today, together with the nation state, democracy is at stake despite of the hopeful fact of a growing civil society and human rights culture on a global level.

The scandalised self. Why "moral citizens" cannot be "made"...

Roland Reichenbach, University of Fribourg In remembering the oldest meaning of democratic politics (as analysed by Hannah Arendt), moral and political action will, in the first step, be distinguished with special¡ regard to questions of truth, truthfulness and persuasive behaviour. In the second step, referring to theorists such as Giddens, Beck and Touraine, some of the remarkably negative diagnoses of the possibilities of public action in our late modernity will be focused on. With regard to such diagnoses, the pedagogical goal of fostering political and moral self efficacy beliefs in the young seems a bit naive. It will rather be argued that the feeling of indignation, the fact of being scandalised, is one of the few sources left that drive people to become citizens involved in public matters. Indignation and scandal are always morally motivated - they are the main forces that create a political public sphere, they create, in other words, an arena of discourse.

However, there is no "didactics of scandal" and there is no technology of making people concerned, rather, it is the individual's encounter with the intolerable which may - or may not - activate the energy for public action. Developmentalists my overestimate the possibilities of shaping the "moral citizen" while underestimating the pedagogically not controllable power ofthe scandalised self which is constitutive for moral claims to become public.

Two children - different parents: Moral development and political development Fritz Oser, University ofFribourg In a couple of pilot studies, we searched for empirical references to distinguish political from moral judgements. First results show that people obviously have the tendency to connote moral questions with the private sphere and the principle of reversibility (i.e. the "golden rule") whereas political questions are mainly located in the public sphere and with reference to personal and structural power. In the paper it will be argued that the two domains have not yet properly be distinguished for empirical studies that focus on the development of judgement. Even in his later writings, Lawrence Kohlberg used the "moral" and the "political" judgement in surprisingly interchangeable ways.

The results we want to discuss are accompanied by interesting findings of our large study on political knowledge and attitudes of the young Swiss (age 14 to 16) which was undertaken in the course of the lEA Civic Education Project. A developmental and conceptual frame will be presented in order to look at differences and similarities of the political and the moral understanding.

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Preparing for Citizenship in "Embryonic Societies"- The Just Community Program in Elementary Schools Wolfgang Althof, University of Fribourg This paper will report on two longitudinal interventions in Swiss elementary schools, representing the first European adaptation of the "Just Community" conception to elementary school children. 'Just community' schools want to prepare for a life in civil society in much the same sense as associated in John Dewey's conception ofschools as 'embryonic societies'.

Data sources include longitudinal student, teacher and parent questionnaires, interviews with large subsamples of students and teachers, continuous video observations in the classroom, in community meetings and during outside-school activities. Results show that the programs were clearly successful with respect to a number of variables. Data confirm improvements regarding the school climate, children's social attitudes and behaviours, and their attitudes towards learning.

In the presentation, the basic principles and aims of the programs will be substantiated and illustrated by a sketch of characteristic activities. Assessment strategies will be described, and major results will be discussed . Special attention will be given to the issue of institutional and developmental limits of democracy or civic education in primary schools. ~

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CONCURRENT SESSION III III.l THEORY OF MORAL DEVELOPMENT Paper Presentations

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Chair: B. Davis Why Be Moral? A Conceptual Model from Developmental Psychology Roger Bergman, Creighton University This paper is concerned with the relationships among moral reasoning, moral motivation, moral motivation, moral action, and , moral identity. It explores how major figures in developmental psychology have understood these relationships, with attention to schematic models or conceptual maps. After treating Piaget, Kohlberg, Rest, Colby and Damon, and Blasi, I argue that Blasi provides the crucial elements of a critical synthesis, a conceptual model of how developmental psychology might best answer the question, Why be moral? I conclude by suggesting that this psychological model of moral functioning challenges conventional notions of what constitutes our "greatest moral challenge."

From Kohlberg to 2000: Urban Education and Moral Development Michael Nakkula and Sandra Fraley, Harvard Graduate School of Education Are the universal rules that structure Kohlberg's stages of moral development the same rules that are used by urban youth? What is the meaning of fighting for urban youth in 2000?

Finally, what is the trajectory of perspective coordination development in a sample of 52 minority youth from an urban school? We approach social development from three perspectives: I) philosophical, phenomenological approach, 2) qualitative analysis youths' responses to dilemmas about interpersonal conflict, and 3) developmental analysis that focuses on the dynamic of change and variation in structure in perspective coordination skills in 13-year-old urban students.

Why was Kohlberg so Thoroughly Misunderstood?

Donald R.C. Reed, Wittenberg University In the 1970s, Kohlberg's cognitive-developmental approach to morality was described in newspapers, news-magazines, special interest publications, and psychology textbooks, among other popular media. The results of his research were largely abstracted from his complex social psychology and were sometimes overstated. As a result, many learned ofKohlberg's work, and some did not appreciate its richness. These included some of Kohlberg's most prominent critics. The presentation will describe how this happened, offering a multifaceted explanation for why so many still today misunderstand Kohl berg's work.

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111.2 CITIZENSHIP AND DEMOCRACY Paper Presentations

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Chair: M Lappin What Does Educate a Moral Citizen Mean?

Patricia Unger Raphael Bataglia, Si.o Paulo University This paper discusses the meaning of educating a moral citizen to parents and teachers that are who primarily conduct the education and who insert the child in the social life. Is citizenship a juridical term or it is more than this? Canivez (1991) says that citizenship is not only a juridical problem, but is the way ofin~rtion ofthe individual in his/her community. First of all it will be presented some reflection about the meaning of citizenship and after the result of a survey with parents and teachers of7-14 years old children. The research was conducted in both public and private schools. The first results have shown that a split between morality and citizenship is very common.

Learning citizenship through the concepts offamily, school and country Maria Judith Sucupira da Costa Lins, University Federal of Rio de Janeiro This study aims to know how a group of9-years children in a public school in Rio de Janeiro, Brazil could develop the construction of citizenship. We observed if children could improve their perception of citizenship through social interaction in daily life in school and they were asked to give concepts to Family, Country and School. Theoretical basis was found in Teves and also in Piaget. Data were studied according to Bardin's methodology. There was a slight improvement from intuitive to objective concepts, what showed how important it is to have a project to teach citizenship to children in school.

Ill. 3 MORAL EMOTIONS AND FEELINGS

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Paper Presentations Chair: J. Steutel Lying Philip G. Laird and Rodica Balaj, Trinity Western University One Hundred and Thirty undergraduate students were asked to make causal and moral attributions about situations involving lying. The participants were randomly assigned to disclose either lies they told or lies told to them (Role: Perpetrator or Victim) and they either were or were not informed of the general human tendency to self-exculpate (Awareness: Aware or Unaware). Participants also completed the Sociomoral Reflection Measure (SRMSF). As expected, participants excused the transgressions more when they versus others were the perpetrators. Interestingly, making participants aware of their propensity to make biased judgments moderated self-exculpation for men, but exaggerated it for women. A positive linear relationship was observed between perpetrator exculpation and number of morally autonomous judgments made for victims who were made aware of their self-exculpat01y tendencies. Results are discussed in terms of the impact bias awareness has on the general tendency to exculpate.

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Children and Youth Need a Future to Become Moral Citizens Tatyana Tsyrlina, State Pedagogical University, Kursk It is frequently assumed that children and youth need all sorts of support and defence. More often than not these issues are totally ignored in the Russian Society. This presentation reports the preliminary results of a pilot project in Kursk region where the efforts of law, health care, education and social security institutions are united to provide Kursk teenagers with true support, giving them a chance to live normally and to become moral citizens.

ITI.5 RESEARCH

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Paper Presentations Chair: M Pritchard Development of an Attitudinal and Behavioural Character Development Assessment System William H. Hendrix, USAF Academy and Marvin W. Berkowitz, University of Missouri This presentation will describe the development of a character development system to measure changes in character-related attitudinal and behavioral dimensions. Twelve dimensions of character form the basis for development of the assessment system. Three primary instruments used in the assessment system will be described including the process for validating them. The assessment system is applicable for assessing changes in character programs in a variety of settings including academic and business.

A Bayesian Assessment of the Consolidation/Transition Model Lawrence J. Walker and Paul Gustafson, University of British Columbia, Karl Hennig, University ofWestern Ontario The consolidation/transition model conceptualizes development as entailing a cyclical pattern of consolidation and transition phases and posits that stage advance is predicted by a specific distribution of reasoning across stages indicative of dis-equilibrium (more reasoning above than below the mode, with a high degree of mixture). The validity of this model was examined in the context of moral reasoning development using standard statistical techniques as well as introducing Bayesian techniques that can better account for classification error. In this longitudinal study, 64 children and adolescents participated in five annual moral judgment interviews. The distribution of their reasoning across stages was used to predict subsequent development. The results supported the hypotheses regarding cyclical patterns of change and predictors of stage transition, and demonstrated the utility ofBayesian techniques for evaluating developmental change.

Neo-Kohlbergian Research Protocols for Cross-Sectional and Longitudinal Studies Albert Erdynast, Antioch University Revisions ofKohlberg's theory and research protocols designed for an empirical study ofthe moral and ethical values of Tibetan refugee adolescents and adults with 240 subjects will be presented. The study is designed to examine four sub-domains of moral and ethical development: 1) judgments of value (conceptions of the good), . 2) judgments of justice (obligations and duties), 3) judgments of character and moral worth ( areteic judgments), and 4) supererogatory ethical values (conceptions of compassion, benevolence, magnanimity and

44 responsibility for the welfare of others). Preliminary results from pilot Tibetan, Indian, Israeli and North-American samples will be summarized.

111.6 PRIMARY AND PRE-SCHOOL

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Paper Presentations Chair: C. 0 'Hare Cultivating Hospitality as Counter to Hostility: Forging a Moral Classroom Rosalie M. Romano, Ohio University, Sharon Thornton, Pacific School of Religion This paper will focus on cultivating hospitality as a way to counter the rampant hostility that is within schools today, as experienced by youngsters in the hallways, cafeterias, playgrounds and in classrooms. The authors examine three particular aspects of community life that foster hospitality. Using the Work of Simone Weil, and Martin Buber, the three aspects are 1) attention not apathy, 2) Hospitality not hostility, 3) and community, not atomisation. The authors argue that the cultivation of hospitality is an epistemological endeavour that offers the possibility of new understanding, a strong and viable knowledge to engage the worn out and limited knowledge that governs our public and private lives.

The Good Citizen: The Picture from Elementary Schools in Chicago Lynn Revell, Canterbury Christ Church University College This paper is based on research exploring the perceptions of citizenship in three elementary schools in Chicago. The focus ofthe research was the idea ofthe good citizen as part ofthe programme of Character Education. Teachers, support staff and pupils were interviewed as part of the research and two distinct themes were evident. One was that teachers believed that the process of making the good citizen within character education should be supported by active discipline. The other was that pupils perception ofthe good citizen was determined by cultural and social background.

Validation of the Moral Theme Inventory, a Measure of Children's Moral Cognition Darcia Narvaez and Tonia Bock, University of Minnesota Testing children for their moral thinking is difficult because of their relatively limited language, experience, and abstract thinking skills. These studies demonstrate that it is possible to use a simple objective method, multiple-choice theme extraction tasks, to peer into the moral mind of a child and highlight developmental differences in moral cognition. Responses from several groups of children are compared: third grade (8 year olds), fourth grade (9 year olds), fifth grade (10 year olds), seventh grade (12 year olds). Developmental differences are mapped across the groups.

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CONCURRENT SESSION IV IV.l THEORY OF EDUCATION AND MORAL DEVELOPMENT Paper Presentations

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Chair: R. Davis The Developing Sexual Values and Attitudes of 9-10 Year-old Pupils J. Mark Halstead, University of Plymouth As part of the Values and Sex Education Project at the University of Plymouth, a series of visits was made to two primary schoolS' in South West England to explore the values, attitudes and beliefs held by 9-10 year-old pupils about sex and relationships prior to formal schoolbased sex education. The paper examines the findings of these visits and explores a number of implications. The analysis considers whether formal sex education should take more account of the values which children have already begun to develop from other sources, and how sex education can best meet the needs of pupils as identified in the study.

Children's Arguments in Justification of Moral, Conventional and Personal Issues Zsuzsanna Vajda, University ofSzeged In the research of moral development socio-moral domain theory has introduced a new perspective. My aim was to investigate the process of9-ll year old children's justification of moral, conventional and personal issues. I used a version of the Nucci method adapted to Hungarian conditions. Results showed that children with a few exceptions made a distinction among moral, conventional and personal issues. Their judgements always have been made by a long process of weighing determinants of the situation. In their justifications one can register a conscious effort to make a distinction between moral and conventional transgression, and environmental conditions (SES of children, adults' instructions) also had an impact on their judgements.

The Questionnaire for the Evaluation of Moral Development from 6 to 16 years old M. Rosa Buxarrais, Miquel Martinez, Amelia Tey, Elena Noguera, University of Barcelona We present an instrument -Questionnaire for the Evaluation of Moral Development- which can be used for all educators and teachers working with students whose ages range from 6 to 16 years. Through the use ofthis questionnaire we get a graphic visualization ofthe profile of the status of each student and the group in general . This profile is developed from the combination of the different answers that the teacher considers opportune for each one of his/her students with relation to the different dimensions that make up the moral character.

This questionnaire evaluates easily observable behaviour patterns, which are the external manifestation of attitudinal make-up relative to moral development.

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IV. 2 CITIZENSHIP AND DEMOCRACY Paper Presentations

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Chair: M Taylor Making Citizens Glynn Phillips, University of Warwick Before we start to raise questions about making moral citizens we ought to be clear about what is involved in making citizens. This is the focal point ofthe present paper. Two issues are considered. The first arises when we ask people to which country they belong. Such a question seeks to pinpoint their politicAl identity their idea of themselves as citizens. We seem to take it as a political given that "being a citizen" is conceptually connected with "being a member of a State". Is this so? Even if it is, an acute question nevertheless arises about "the State". Is this the same as "the Nation State"? . a purely conventional idea of relatively recent historical importance, or does it rest on deeper ideas concerned with collections of people sharing a common culture and/orethnicity? How does the nation State cope with the fact that many states are multicultural in composition? Ifto be a citizen is to be a member of a Nation State, what impliciit criteria are at work which determine the holding of citizenship status?

This leads to the second issue, revolving around the idea of making someone a citizen. A well-known tradition in political philosophy proposes that there is a cleat sense in which people make themselves into citizens. This is said to occur in the contract which persons make whern they form a political society and transfer some level of authority and power to their rulers. Whilst this contractarian position has been criticised, it is worth asking whether there is a kernel of truth in it which can survive objections. Might contractarianism even provide the basis for a propoosal for introducing the young into becoming citizens of their State.

Discerning the Future: Prophecy and Personifications of Wisdom Jane McKie, University ofWarwick Through an exploration of the personification of wisdom as a literary device I hope to provide a series of examples that can be related to Glynn Philips depiction of a richer notion of citizenship. What does it mean to possess moral wisdom, can lessons about the nature of wisdom be drawn from accounts ofmythical figures to inform the philosophy of education?

Moral and Spiritual Education through Sathya Sai Education in Human Values: a Cross Cultural Approach Madhavi Majmudar, SSEHV, Scotland.

The development of approaches to values education needs to be placed in the global context but rooted in the national and local cultural needs. The Sathya Sai Education in Human Values (SSEHV) programme is such a cross-cultural programme. This paper outlines the history, the evolution and the conceptual framework of the SSEHV programme, and places the SSEHV in relation to select alternative conceptual paradigms. The Scottish context on values education as developed in the SCCC and SOED documents and the resource materials currently in use in the Scottish schools is reviewed in this context.

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IV.3 SECONDARY AND UNIVERSITY Paper Presentations

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Chair: T Tsyrlina Learning That Lasts Marcia Mentowski, Alverno College Learning That Lasts defines learning that lasts as an integration oft earning, development, and performance. It connotes not only change in knowledge and behavior but also flexibility in perspective, enduring commitments, and transformative elements that carry the individual forward through unexpected experiences, roles, and life events (Mentkowski & Associates, 2000). To understand deep and durable learning that grounds current and long term contributions and commitments to work, family, and civic life, we posed these questions: (a) Does learning last and if so, what kind of learning lasts? (b) For whom does learning last? (c) How do students with diverse backgrounds and experiences develop skills and dispositions for working together? (d) What elements of a coherent curriculum provide both challenge and support for a wide range of students so they can maximize learning that lasts?

Alverno educators tried to answer these questions by integrating four ways of knowing about learning from multiple data sources. One finding was obvious: learning endures beyond the college experience in part when students have experienced diversity learning and assessment opportunities in a multitude of ways during college. What surprised us is that learning becomes deep and expansive because of the critical role of several transforming and integrating learning cycles. Each cycle integrates two of four domains of growth (reasoning, performance, self-reflection, and development) that emerged from the Alverno longitudinal studies begun in 1976. The three cycles are: (1) student capacity for reasoning. (2) student capacity for self assessing his or her own role performance. (3) student capacity for engaging, with depth and breadth, diverse approaches, views, and activities. In this paper, I hypothesize a fourth cycle: student capacity for committing with integrity.

Moral thought, Empathy and sex Roles among different student groups Soile Juujarvi, EspooVantaa Polytechnic The paper examines the links among care- and justice-based moral thought, emotional empathy and sex role orientation in different student groups. Total sample (N=66) consisted of 21 practical nurse students, 23 police strudents and 22 social work students in the beginning of their studies. These groups were selected because the issues of care, justice and empathy were assumed to be of crucial ingredients of their morality and ethics in their future work. The methods used were Moral Judgement Interview (Colby & Kohlberg 1987) Ethics of Care Interview (Skoe 1993) Questionnaire Measures of Emotional Empathy (Mehrabian & Epstein 1972) and Sex role Inventory (Bern 1974).

Preliminary results suggest, that social work and police students were at the exactly equal level and significantly higher compared to practical nurse students on care-based thought.There was a significant correlation (r.0.635) between moral thoughts. Social work and nurse students were more empathetic than police students. No significant correlation was found between emotional empathy and either modes of moral thought. Gender differences favouring males were found in justice- and care-based thought, due to the high level of police students.Gender differences favouring females were found in emotional and femininity, significantly correlated with each other. Masculinity correlated with justice-based moral thought, and androgeny xorrelated with care-based moral thought, but only for women. I will present and discuss results more closely in my presentation.

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Understanding Fairness and Democracy in Poland of 1990's Adam Niemczynski, Jagiellonian University, Krakow 265 adolescent girls and boys at ages of 16.17.18 and 19 and their 51 Teachers from three Krakow secondary schools were asked to answer the questions of a Kohlbergian questionnaire on social-moral climate of schools. The data are used to test a hypothesis ofKohlbergian type of age developmental change in understanding fairness and democracy. It occurs that no age related differences can be found . Instead, a consistent pattern of response was identified across the ages. It suggests that a different conceptualisation of developmental change should be applied which would take into account an impact of social-cultural context. Ideal od democracy, for example, can get more and more adequateinterpretation though it may be taken from a particular angle dependiQg on the social-cultural context. For instance, within liberal individualistic tradition, an interpretation in terms of contracts and negotiations comes to the fore. In contrast to it, contracts and negotiations play a more marginal role in Polish more communitarian tradition. Facing dofferent traditions and their differentiating impact on individuals we should be able to know how to critically assess what is good educationally in different contexts. How to do it- remains an open question. A discussion of it along the lines taken from Macnamara (1990) and Blum (1996) closes the paper.

IV.4 PROFESSIONAL AND MEDICAL ETIDCS Symposium

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Chair: M Pritchard The Distinctive Virtues of Exemplary Health Care Professionals Muriel J. Bebeau, University of Minnesota, James T. Rule, University ofMaryland Dental School This paper describes the particular virtues exhibited by 10 dentists nominated by peers through an extensive national process as individuals who exhibited the highest ideals of the profession. Data sources include an extensive interview, response to the Professional Role Orientation Inventory, and the Defining Issues Test. Narrative accounts were developed to show how each exemplar's sense of identity and responsibility developed over the life span.

Of interest in this analysis of the interviews is to show how the execution of professional responsibility is linked to the particular virtues that differentiate the exceptional professional from what might be described as the ordinary responsibilities and expectations of a "good" professional.

Ethics in Engineering: The Role of Character and Imagination Michael Pritchard, Western Michigan University In recent years engineering educators have placed an increased emphasis on the importance of familiarizing engineering students with the ethical dimensions of the profession they are preparing to enter. However, the ¡ engineering ethics literature is dominated by stories of wrongdoing and its avoidance or prevention. However, responsible engineering practice includes more than the avoidance or prevention of wrongdoing. This presentation will focus on exemplary engineering practice and the importance of character and imagination play in exemplary practice. It will include a discussion of several illustrations of exemplary practice, including the widely celebrated case of the 59 story Citicorp building in downtown Manhattan.

50 Moral Identity and Taking Responsibility Ann Higgins-D' Alessandro, Fordham University This paper presents an empirical study of the sense of responsibility for actions taken in difficult situations of 56 American males and females between 10 and 80 years old, 16% African-American, 4% Hispanic-American, and 7% foreigners . The data are transcribed interviews of three areas of self-knowledge: moral self-concept, moral standards held by the self, and assessment of the morality of one's actions in 4 real-life situations revealed by the participant. Previous analyses showed that the moral self-concept and moral standards data divide the sample into 4 identity types, unrelated to moral stage of reasoning, age, sex, or ethnicity. This analysis shows that the 4 moral identity types act for different reasons, respond to their feelings differently, and under~tand their own personal responsibility differently when reporting about difficult situations they faced, two in which they acted as they thought was moral and two in which they did not. Conclusions relate the sense of responsibility to moral self-knowledge.

IV.S RESEARCH Symposium

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Chair: J. Snarey Five Measures of Moral Development,¡ a Review and Appraisal Larry Walker, University of British Columbia, Darcia Narvaez, University of Minnesota; Karen Basinger, Urbana University; John Gibbs, Ohio State University, Georg Lind, University of Konstanz; Eva Skoe, University of Trondheim What measures are available for assessing moral development? Which might be the most appropriate for a particular type of study? In this panel session, five of the primary measures in the field will be briefly presented by an originator or expert user of the measure. Overviews of the following measures will be included: the Moral Judgment Interview (MJI), the Defining Issues Test (DIT), the Socio-moral Reflection Measure (Socio-moral Reflection Measure-Short Form (SRM-SF), Socio-moral Reflection Objective Measure (SROM) and Socio-moral Reflective Objection measure-Short Form (SROM-SF) the Moral Judgment Test (MIT), and the Ethic of Care Interview (ECI). Presentations will be followed by a discussion, initially among the panellists, and then with the audience as well.

IV.6 PRIMARY AND PRE-SCHOOL Paper Presentations

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Chair: D. Carr Moral Development in Constructivist Early Education Rheta DeVries, Carolyn Hildebrandt, Betty Zan, University of Northern Iowa Constructivist early moral education has been criticized by Goodman who argues that the "strong" version of constructivist education advocated by DeVries and Zan must be modified and combined with a traditional approach such as that advocated by Wynne and Ryan.

Authors critique Goodman's view that preschool children are too egocentric and heteronomous to be self-regulating (autonomous) and that self-constructed principles are

51 beyond them. Questions raised and answered by reference to research and theory include: If preschool children are too egocentric to be autonomous, when and how do they become so? If preschool children are heteronomous, how do they become autonomous?

Political Trends and Pedagogical Doubts: Moral Education of Toddlers?

Pauline R. Schreuder, University of Groningen In this paper I want to examine some problems and possibilities with regard to young children and moral education. At first glance early stimulation, both intellectually and morally, of children at day-care or in playgroups seems an excellent opportunity to try to counteract some of the negative influences children Jllay experience, e.g. at home or through television .

However, the irreflexive learning of habits at a young age may counter-effect the reflexive learning of children when they are older. Moreover, whenever education is put on the political agenda as means to help create a desirable situation, pedagogical doubts arise.

Agency, Interpretation, and Responsibility: The Relationship Between Children's Moral Reasoning and an Interpretive Theory ofMind Bryan W. Sokol, University of British Columbia; Christopher P. Jones, Simon Fraser University; David Paul, Michael J. Chandler, University of British Columbia Previous work (Chandler, Sokol, & Hallett, in press; Sokol, 1998) has shown that age-related changes in how children conceive of agency--that is, whether they construe others' actions in terms offulfilling simple desires or, by contrast, as the consequences of more fully-elaborated intentions--have a significant impact on their understanding of moral responsibility. In the present study, this distinction between intentions and desires is investigated in more detail.

Specifically, we try to show that children's understanding ofintention, although not unrelated to desire, marks a distinct conceptual advance in their understanding of mental life--a change that ultimately turns on their coming to hold an "interpretive theory of mind."

CONCURRENT SESSION V V.l THEORY OF RELIGIOUS AND MORAL DEVELOPMENT

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Paper Presentations Chair: C. Hermans The Importance of Religious Education Reconsidered Doret J. de Ruyter, University of Glasgow The central question of my presentation is: should religious education be given to all children, i.e. should it be an obligatory subject of the curriculum? I will describe two types of religious eduation and their aims, namely teaching about religion(s) and teaching into religion. I will examine if theses types enhance both the interest of the child and of other people(s) and if they therefore could be defended as respectively part of the right and duty to education. I will argue that children only have a right and duty to teaching about religions. Teaching about religions is defensible for all children and is defensible as an obligatory subject, irrespective of the religious background of children or the school.

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The making of Religious Citizens!

Siebren Miedema, Vrije University Amsterdam In this presentation I will give arguments for underpinning the conclusion that the stringent splitting up of the educational system in religiously neutral state schools on the one hand and religiously affiliated schools on the other hand is pedagogically speaking non-defensible and societally speaking undesirable.

The connotation ofthe aim of education in general and of religious education in particular is important here. In my view the aim of schools should explicitly be directed at the development of the whole person. For that reason substantial religious education ought to be an integral part of the curriculum of every school.

Personal identity formation in religious~ducation can be supported, while a critical-evaluative attitude should be stimulated in the students. Not the acceptance as such or full identification with the view of the teachers is the criterion for successful identity formation, but the growth of the potentiality for an active and critical reconstruction of different and differing perspectives (ideals, norms, values, knowledge, narratives). These practices and processes in school may result in the growing capacity of the students to integrate these perspectives into their own personality, to the ongoing organisation and reorganisation of perspectives i.e. the reconstruction of self So, stimulating the process of identity formation of students as the process of coping with perspectives of others and integrating these in their own acting, i.e. the making of a religious citizen.

The Ethical Importance of the Denominational School James C. Conroy, University of Glasgow Recent reflections by a number of postmodem philosophers such as Richard Rorty have given succour to that broad range of groups and individuals who wish to see religion evacuated from public spaces. For many this desire grows out of the belief that religion has been a reactionary and counterproductive force in the moral development of a healthy citizenry. At best it is regarded as simply mistaken and at worst downright malicious; a source of reactionary authoritarianism, nostalgia and retrospection which inhibits individual and communal growth and development. In Scotland the debate takes a further tum in so far as there are many believers within the Christian denominations particularly who, wittingly or unwittingly, accept the postmodem analysis that religious adherence is a matter of private disposition and, as a consequence, religious schools should not be in receipt of any state funding. One of the chief grounds for maintaining this mutual exclusivity of State and Church in education, shared by post-modernists and many contemporary Western Christians alike, is that of multiculturalism and pluralism. The plural nature of our society, it is argued, precludes the preferencing of one ethical/ontological view over any other. The answer to the claim that it would be impossible to represent all worldviews is to propose that none should be. In this paper I wish to draw on an alternative interpretation of those liberal ethical traditions which have given rise to the antipathy to the involvement of religion in education.

In doing so I wish to root my reflections in anumber of themes articulated by Isaiah Berlin and Hannah Arendt. In particular i wish to develop Arendt's understanding of the Greek distinction between the oikos and the polis. I then go on to suggest that public ethical discourse, far from benefitting from the separation of church and state, has suffered from a mistaken privatisation ofthe religious.

54 V.3 MORAL EMOTIONS AND FEELINGS Paper Presentations

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Chair: H. Haste Moral Development and Decrease in Aggressive Behaviour in Schools Flavia Nepomuceno dos Santos, Angela M.B. Biaggio, Federal University of Rio Grande do Sui This paper reports an experimental study conducted with the goal of diminishing aggressive behaviour in school children combining two paradigms: Kohlberg's cognitive developmental model and Bandura's social learning tgeory,). This was operationalized in the intervention technique by combining elements from Blatt and Kohlberg's dilemma discussion technique with role models enacted by the discussion leader and by the dilemma characters. It was hypothesized that a combination of traditional moral dilemmas with new ones that propose peaceful versus aggressive solution to dilemmas (specially created for this study) would lead to the highest decreases in aggressive behaviour and increases in maturity of moral judgment.

Participants were forty six school children, ages 12-18, who were pre-tested and pos-tested with Kohlberg's Moral Judgment Interview and Achenbach's Teachers Report Form (Brazilian adaptation by Silvares). The results yielded few statistically significant results, but a qualitative content analysis of the discussions revealed interesting gains both in maturity of moral judgment and reflections on peace and violence.

Wrongdoing, forgiveness, and the Intrinsic Value of Persons Miriam Orkar, University of British Columbia The decision to forgive, upon rationally determining that one has been unfairly treated, and the subsequent endeavour to respond to the wrongdoer based on the moral principle of beneficence speaks to the magnanimity of the intentions of the one who forgives. In this roundtable discussion, I invite the participants to map out the phases offorgiveness, discuss the healing paradox of forgiveness, by discussing its uses in psychological healing processes, and to explore the ways in which the whole process of forgiveness supports the notion ofthe intrinsic value of persons in terms of how it affects the self-respect of the forgiver and forgiven as well as its role in enhancing meaningful relationships in the moral community.

Against punishment? Moral Education as a Response to Criminal Wrongdoing PoUy Ashton Smith, Saint Anselm College Is moral education a possible and desirable goal of criminal punishment? Can criminal punishment conceived in either retributive or rehabilitational terms provide moral education for the criminal? Do retributive crime control policies and practices contribute to the moral education of citizens who are concerned about crime in their communities? This paper explores these questions through an examination of the historical lineages and contemporary articulations of moral education theories of punishment and their analytical-theoretical assumptions. Synthesizing some of the major assumptions of these theories, a response to criminal wrongdoing is developed that is restorative rather than punitive.

55 V.4 PROFESSIONAL, UNIVERSITY AND MEDICAL ETIDCS Paper Presentations

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Chair: H. Clarkeburn The Making of Moral MBA's: Assessing Ethics Training Needs in Business School Verna E. Monson, Tonia S. Bock, University of Minnesota This study examines the changing world of business and the resulting changes in ethics training needs of MBA's (master's of business administration). IntervieWing employers to determine MBA training needs, the researchers are finding a need for increasing awareness of the ethical dimensions ofbusiness problems, particularly those involving cultural, intra-group, and inter-group factors. How MBA programs can respond to changing ethics training needs was addressed through focus groups interviews with full-time MBA students. Preliminary results indicate the need for more opportunities for small group dilemma discussion, preferably, integrated into the existing curriculum. A process model of managerial decisionmaking will be introduced to address these training needs.

Citizenship and Ethics Education in a College of Business Bonnie F. Fremgen, University of Notre Dame, Nancy L. (Dusty) Bodie, University of Illinois at Chicago Compelling reasons for including ethics in the business ethics curriculum come in various forms. Media accounts of business misconduct and business practitioners' suggestions for student preparation in this area draw attention to this point. Additionally, recent studies show growing evidence that business students demonstrate lower growth in moral judgment during their college years. This paper describes a three-tier ethics program that introduces the undergraduate business student to ethical theory, develops the skill of ethical analysis of business cases, and allows students to practice their value systems in a social service setting.

Works by authors writing on the topic of developing a moral education in students are cited throughout the paper.

Developing Moral Professional/Client Relationships Margaret Brockett, McMaster University, Hamilton, Ontario Professional/client relationship are inherently unequal yet interdependent. The ideal relationship is based in mutual trustworthiness built over time but is open to abuse and quickly eroded. Professionalism rules and societal law seek to ensure minimal moral relationships based in mutual confidence. Moral maturity calls for flexibility and sensitivity to the type of relationship appropriate to the circumstance and most professional relationships move between these two extremes. This paper uses the educator/student relationship to illustrate ways in which the role modelling of authentic and encounter respect can develop moral maturity that can be transferred to promote other ethical professional/client relationships.

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V.S GENDER AND FAMILY Paper Presentation

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Chair: S. Lamb Moral Judgments Concerning "Chilly Climate" Sexual Harassment Kristine L. Hansen, Richard Noble, Marian denHeyer, Naomi Grant, University of Winnipeg Ninety-eight participants read scenarios involving potential "chilly climate" sexual harassment, i.e., the gender-targeted creation of a hostile work/study environment. The scenarios varied systematically in the protagonist's gender and status (professor vs. student), and his/her behaviour arguably could be deemed either harassment or legitimate academic free speech. Participants rated the presence/degree of sexual harassment and of ethics violation involved, and provided written rationales. These were scored for moral orientation (care vs. justice). Implications of the results are discussed both for sexual harassment policies and for gender-difference theories of moral reasoning.

Ethical Judgments About Coercive Sexual Harassment: Gender and Moral Orientation Kristine L. Hansen, Richard Noble, Darcee L. Gosselin, University of Winnipeg 128 participants read scenarios involving potential sexual coercion, then rated perceived sexual harassment and ethics violation, as well as their confidence in these ratings. Written judgment rationales were scored for moral orientation (care vs. justice). Women's ratings were higher than men's, and unambiguous scenarios received higher scores than ambiguous ones. Both genders predominantly used the justice orientation. Interactions involving ambiguity, detail, presence of a written harassment policy, and gender were found for confidence and for moral orientation use. The implications are discussed both for the formation of sexual harassment judgments and for the issue of gender differences in moral reasoning.

Adult Conceptions of Psychosexual Fidelity and Infidelity Albert Erdynast, Antioch University This presentation summarises the results of a research study of individuals' conceptions of fidelity and infidelity utilizing their conceptions ofthe good and their conceptions of the right and wrong. Conceptions of the good applies to issued of individual or consensual interests and attachments. Conceptions of the right and wrong apply to moral decisions that involve competing claims between conflicting conceptions of right between individuals, or between an individual and societal norms. Ten sets of distinct structural-developmental levels of conceptions of adult psychosexual fidelity and infidelity were empirically identified.

57 V.6 SERVICE, LEARNING AND CoMMUNITY

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Paper Presentation Chair:L. Blum Developing Active Citizens: How Does Community Service Play a Role?

Mary Jo Pugh, Bedford VAMC, AUison Ruth, Catholic University of America This study examines the required community service experiences of parochial high school students (N= 542) in an attempt to determine how service promotes development of active citizenship over time. Growth curve analyses were performed on citizenship variables (political activity and future voluntari,sm) collected over two years. Results indicated that, while no effects were found for political orientation, students who served a needy population and who felt that their service challenged them to think differently about themselves and others, tended to have the fastest rates of growth on future voluntarism. Program structure and ideology are implicated by this finding.

Predictors of High-quality Required and Voluntary Youth Community Service Jeffrey A. McLeUan and Barbara Z. Mazer, The Catholic University of America Prior research suggests that high-quality community service affording youth the opportunity to interact directly with those being served and to reflect on the experience is more effective than other types of community service in facilitating a sense of social responsibility and increasing the likelihood of future civic activity among today's youth. Logistic regression analyses of data from 783 students at two Catholic schools reveal school program to be a major determinant of high-quality required service and peer and family involvement to be major determinants of high-quality voluntary service.

Transforming the Preparation of School Counsellors: Advocates for Social Change Richard L. Hayes, Pamela 0. Paisley and Deryl Bailey The University of Georgia, Athens This program describes a school-university collaborative intended to transform the preparation of school counsellors as part of a national initiative to promote equitable school change. Several specific studies will be described including: the development of a professional development model for preparing school counsellors; a program of outreach and advocacy for African-American youth; and an intensive evaluation ofhigh school graduation rates and an analysis ofthe individual and institutional forces contributing to the elaboration of different student academic trajectories by race and gender. The role for educators in advocating for personal empowerment and institutional change as moral imperatives for educators will be discussed.

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CONCURRENT SESSION VI Vl.l THEORY OF MORAL DEVELOPMENT Symposium

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Chair: L. Jensen Feminist Contributions to Moral Development Theories, Assessment, and Advocacy Sarah Bishop Merrill, Miami University of Ohio, Pradeep Dhillon, University ofUiinois at Urbana/Champaign The work offeminist ethicists, educatem, and psychologists and philosophers of education is still often misinterpreted, lumped into only one category, and linked with concepts ofrights to, or the justice of, "power over" rather than its consistent care-based "empowerment" model.

The work presented in this Symposium represents contemporary feminist efforts in moral psychology and practical ethics which reflects a clearer picture of the diversity and strengths of new theorizing and its practical consequences. We present: the "middle position" by Sarah Merrill, the "ethics of respect," and the "Virtues of Antigone" by Pradeep Dhillon.

V1.2 CITIZENSHIP AND DEMOCRACY

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Paper Presentations Chair: M Halstead Social Identity and Moral Judgment in Northern Ireland Steven McNeel, Bethel College; Richard Lynas, Jennifer Ellis-McGaughey, Ed Cairns, University of Ulster at Coleraine.

This study tested a Social Identity Theory prediction that post-conventional moral reasoning would be lower when Catholic group identity was "switched on" by moral dilemma content or by answering questionnaires about Protestants and Catholics. The two standard Defining Issues Test items and two identical items rewritten with Northern Ireland content were used .

Eighty Catholic secondary school students answered one of each, and scales on attitudes toward Christianity, in-group identification and out-group perception. Halftook the DIT items first and half last. Results only partially supported predictions, and only for older students.

Discussion considers methodological and substantive explanations for the results.

Mapping England's Moral Value Helen Haste, University of Bath The study set out to map the moral values and goals of Britain today. We asked people's views (n= 505) on the moral qualities to which they aspired, and what moral changes would improve British society. We asked what moral changes people saw as having occurred during their lifetime. We asked about the influences on moral values - what had influenced our respondents, and whom they thought were good and bad influences on young people today.

We asked about moral attitudes, beliefs and behaviour. We found areas of common agreement -the values that everyone shared- and we found differences, according to age, gender, marital status, religion, politics and personal philosophy. We looked at the consensus, and we targeted particular groups with distinctive profiles. We also look at people who do not fit the

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consensus; those whose values are more morally marginal, or relativistic. We identified one fifth of the total sample as being in this category, and we have explored their values in detail.

Moral Authority in a Plural Society H. Stopes-Roe, British Humanist Association A society is good to live in only if a core of moral principals is accepted as having authority.

Further, this acceptance will be stable only if arguments for their authority are effective amongst opinion-formers. These conditions are possible. Though different life stances have contradictory theories concerning the foundations of morality, and some important moral principles are disputed, all can lead to the conclusion that morality does have real authority (each claiming its own ground), and most agree most of the essential moral principles.

Vl.J MORAL EMOTIONS AND FEELINGS

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Paper Presentations Chair: J Dunne

Responsibility & Blame: Thesis and Antithesis of Public Moral Learning Garrath Williams, University of Central Lancashire Media discussions of wrong-doing or disaster, as much as philosophical discussions, often treat the according of blame and the assigning of responsibility as equivalent activities. I suggest that this equation is faulty, and that the two activities have quite opposite implications for citizens' discussions of actions and events. On the one hand, blaming is a morally dubious activity, often complicit in an ulterior search for scapegoats, always simplifying the multifaceted causes of political phenomena. On the other, assigning responsibility for what has occurred is clearly essential for accountability, for moral and practical learning, and for each continuing to bear political responsibilities after regrettable deeds and events.

A Traumatic or Deprived Childhood and Moral responsibility Ben Spiecker, Jan W. Steutel, Vrije University Amsterdam When we are informed that a serial sexual offender who is on trial has himself been severely sexually abused in his childhood, we sometimes feel an almost irrepressible tendency to somehow take into account this latter fact. To what extent, if this is the case at all, can adults be excused for their deeds on the basis of what they have experienced in their formative years?

Regarding this issue we must be careful not to fall into a conceptual confusion, that we must carefully distinguish between 'understanding', ~ustification' and 'explanation'. Given his traumatic childhood experiences we can partially understand how the perpetrator has developed into the monster he now is, but nevertheless his horrible past can neither be a justification nor a complete (causal) explanation for his horrendous deeds.

Socio-moral Reasoning in Bullies, Victims and Pro-social Children Donald Christie, David Warden, Helen Fitzpatrick, Katie Reid, University of Strathclyde From a sample 321 primary school children aged 9-10 years, four groups ofwere identified using a peer nomination technique: bullies, victims, pro-social children and neutral children.

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These children's socio-moral reasoning was individually assessed using picture-story dilemmas similar to those ofEisenberg-Berg (1979), designed to offer children genuinely prosocial alternatives. A new perspective taking measure was also applied to the sample. The paper compares the levels of socio-moral reasoning and perspective taking exhibited by the four groups of children before and after an intervention programme designed to promote interpersonal awareness and social competence through classroom peer activities. The implications of the findings for the design of preventative anti-bullying strategies in schools are discussed.

V1.4 MORAL DEVELOPMENT AND SOCIETAL QUESTIONS Paper Presentations

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Chair: D. Vokey From Interbeing to Social Responsibility Heesoon Bai and Ann Chinnery, Simon Fraser University Rising poverty, violent crime, and environmental degradation are undeniable aspects ofthe global condition today. Equally undeniable, we suggest, is the collective moral failure (specifically, a lack of social responsibility) that has given rise to these phenomena in the first place. We trace this moral failure to the prevailing individualistic ontology which privileges self-interest and subordinates social responsibility to individual rights. To redress this imbalance, we attempt a re-conceptualisation of responsibility within a relational ontology, wherein selthood is seen as a web of inter-subjective relationships, and we consider the educational possibilities of cultivating moral agency and citizenship within such a framework.

The Ethics of Inclusion: A Social Constructionist Perspective on Inclusive Education (with Special Reference to the Psycho-pathological Child) Gertjan Vreeke, University of Amsterdam The political justification of inclusive education (the view that all children regardless of handicaps or psychosocial problems should attend the same school) partly rests on the (expected) practical success of this form of education. But what makes inclusive education successful? Trying to understand the process that could make inclusive education a success, I hold, should be a part of an ethic of inclusion, that is, a form of understanding which is 'designed' to make a success of inclusive politics. In this paper a social constructionist perspective is used for attaining a deeper understanding of the requirements of successful inclusion.

How 'Moral Citizens' Perceived and Reacted to the Disownment of the Judge Connerotte Christiane Vandenplas-Holper, Catholic University Louvain During Autumn 1996, Belgium was involved in a real 'national tragedy' . Horrified, the public opinion discovers Marc Dutroux who has kidnapped and killed several young girls. Unlike what has been the case beforehand, the examining judge Connerotte who is in charge of the case of the kidnapped, the killed and other missing children behaves in a sensitive way with their parents. The lawyer of Marc Dutroux accuses the judge Connerotte of not having behaved impartially, since he attended a benefit party organised in favour of one of the victims ofMarc Dutroux. The Court of Cassation disowns him ofthe case. These events have

61 solicited a passionate debate in the public opinion and in the media. This presentation is based on excerpts ofthe Belgian and international press concerning Connerotte's disownment. They will be analysed in the light of studies conducted in social and developmental psychology referring to the relation between justice, moral development and care.

Vl.5 RESEARCH Symposium

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Chair: S. Thoma New directions in morality research Steve Thoma, University of Alabama, Muriel J. Bebeau, Darcia Narvaez, University of Minnesota This symposium presents reports of recent research initiatives conducted by members ofthe Centre for the Study of Ethical Development at the University of Minnesota.

Studying Moral Thinking with Moral Story Comprehension Darcia Narvaez This paper describes a program of research using discourse comprehension theory and methodology to study how people process moral events in discourse such as written and visual texts, persuasive messages, and real-life events.

The Validity and Reliability of an Intermediate Ethical Concepts Measure Muriel Bebeau and Steve Thoma This paper presents a measures of ethical development that targets specific intermediate concepts (e.g., informed consent, confidentiality, paternalism, etc.) that directly apply to professional ethics education.

Moral Judgment and Ideology Steve Thoma and Darcia Narvaez This paper presents a empirically based assessment of the claim that measures of moral judgment development, political ideology and attitudes all assess a single construct.

Vl.6 PRIMARY AND PRE-SCHOOL Paper presentations

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Chair: N Nordman Teacher Empowerment: Promoting Moral Leadership and Character Within the School Beverly J. Melenyzer, California University of Pennsylvania Education is a moral enterprise influenced by the social actions and cultural norms embraced by teachers, principals and others within the school community. The presenter will share results from ethnographic research in which ten cultural norms and the social actions of teachers and administrators were found to support a "Culture of Pride." Parallels between these findings and those in the character and moral education discourse will be highlighted: Recommendations for creating a positive school-wide ethos will be shared.

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Moral Formation of Christian Educators: Making of Moral Citizens?

Patrick McArdle, Australian Catholic University The formation of undergraduate teachers as moral educators in a public university with a religious ethos poses several challenges. Firstly, forming moral citizens able to act ethically within the 'societies' in which they live and work. Secondly, weaving knowledge, skills and expectations together in such a way as to satisfY the demands/needs of the principal stakeholders (students, university, employers). Thirdly, avoiding polemic and engaging in moral reasoning rather than simply presenting a particular moral perspective as the sole acceptable solution to any moral situation. This paper explores the benefits that a praxis methodology brings to the enterprise.

A Model Character Education Program for Principals/head Teachers Marvin W. Berkowitz, University of Missouri-St. Louis, Beverly S. Nance, Director of Leadership Development This presentation will describe the development of a character training program for school principals/head teachers. It began with a project funded by the Gordon Cook Foundation for Scottish head teachers and has been expanded as part of the Sanford N. McDonnell Leadership Academy for Character Education in the USA The format and rationale for the program will be presented along with evaluation data by the participants. Issues concerning the implementation of character education, from the perspective of school administrators, will also be presented.

CONCURRENT SESSION VII DEMONSTRATIONS

Developing Moral Awareness through Dialogue: Eleven -year-olds discuss Kohlberg's 'Heinz dilemma' Josephine Russell, St Patrick's College, Dublin G 26 This presentation will introduce and comment on a video of a class group of Irish Eleven year olds considering Kohl berg's Heinz Dilemma. In the context of a conflict between the values of property and of human life and between legal and moral obligations, children are shown grappling with issues of choice and responsibility - especially as exercised in intimate relationships - sacrifice and guilt, and the right to die. The primary concern of the presentation will not be the Kohlbergian on of evaluating levels of moral judgement in individual children. It will rather be to demonstrate a particular way of constituting a primary school class as a 'community of inquiry', and to evaluate the effectiveness of this way as a medium for moral education.

Social Harassment : Can YOUR School Stop a Child's Pain ?

M. Christina Mattise, Brookline, New Hampshire G 678 Hurt-Free Schools provides a strong foundation for nurturing protective factors to combat the roots of violence in elementary schools. Participants will explore a comprehensive model for wrap-around emotional safety for every child including ready-to use strategies from Teacher-

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Friendly Character Education and the Helpful-Hurtful Policy. Program promotes a NOTOLERANCE approach to bullying and harassment, common language for children and staff and a consistent school-wide format for intervention.

Critical Moral Thinking Skills in Junior Secondary Schooling Derise Heasly, Essendon, Victoria G 704 This is a work-in-progress in which the role of the school in developing critical moral thinking skills as a preparation for 13-16 year old students for the 21 !t century is explored.

Arising from renewed emphases on Civics and Citizenship Education, this is an exploration of some perceived difficulties/reasons. I ~ggest some skills to be enhanced thorough curriculum change. I offer some outlines and flag likely core conceptual skills development and core knowledge. I hope opportunities exist for comparison with other educational systems.

POSTERS

Fore Hall

Citizenship Education in Spain Concepcion Naval and Concepcion Iriarte, University of Navarra Citizenship Education is contemplated in the Educational Reform stated by the 1990 General Law for the Regulation of the Spanish Educational System (LOGSE).

It is, thus, recognized and accepted as part of the school curriculum though the attempts to put it into practice have not been completely satisfactory up to the present moment.

A critical study on how citizenship education is approached by the LOGSE is offered here.

Contents: 0. Introduction l . The concept of cross curricular subject matter 2. New approach to the study of Education and the Reinterpretation of the Curriculum 3. Moral and Civic Education in the Spanish Government Proposal 3 .1. Model of Moral and Civic Education 3 .2. Curricular Proposal 3.3 . Teaching Guidelines 4. Critical appreciations 5. Bibliography The Stories Students Tell: Moral Dilemmas of College Students Debora L. Liddell, University of Iowa This paper examines the results of individual interviews conducted with a diverse group of U.S. college students and reports on the nature of their moral dilemmas, the identification of their primary moral voice, and the relationship of those results to demographic variables.

Commentary is made regarding the appropriateness of paper-and-pencil instrumentation for the accurate measurement of moral development, moral voice, and moral reasoning constructs.

Conceptions of Procedural Justice I: Adolescents' Views on Fair Learning Practices Theresa A. Thorkildsen, Lisa White-McNulty, University of Illinois, Algis Sodonis, Gateway High School, San Francisco Adolescents' beliefs about fair and effective ways to learn about topics characterized as interpretive, ambiguous, or controversial were explored. Specifically, we asked:

64 --What are adolescents' conceptions of fair and effective ways to help students learn about science? --Do adolescents' conceptions differ depending upon the type of knowledge being considered? --What attitudes about scientific inquiry are evident in students' conceptions of fairness? Are students thoughtlessly endorsing the practices used in their schools or are they actively constructing a sense of their potential to become scientists? These findings will be used to make generalizations about how students' understanding of procedural justice relate to existing research on motivation and moral reasoning. The type of knowledge students considered constrained their decisions about fair and effective classroom practices. Students' conceptions of procedural justice reflect differences in development rather than rationalizations about their direct experiences.

Conceptions of Procedural Justice II: Adolescents' Views on Fair Grading Practices Theresa A. Thorkildsen, Lisa White-McNulty, University oflllinois at Chicago University of Dlinois at Chicago Adolescents' beliefs about fair and effective ways to evaluate knowledge characterized as interpretive, ambiguous, or controversial were explored.

Specifically, we asked: What are adolescents' conceptions of fair and effective ways to evaluate performance when students study controversial science topics?

Do adolescents' conceptions differ depending upon the type of knowledge being considered?

What attitudes about scientific inquiry are evident in students' conceptions of fairness? Are students thoughtlessly endorsing the practices used in their schools or are they actively constructing a sense oftheir potential to become scientists?

These findings will be used to make generalizations about how students' understanding of procedural justice relate to existing research on motivation and moral reasoning. The type of knowledge students considered constrained their decisions about fair and effective classroom practices. Students' conceptions of procedural justice reflect differences in development rather than rationalizations about their direct experiences.

Conceptions of Procedural Justice III: Children's Conceptions of Fair Contest Practices Theresa A. Thorkildsen, Lisa White- McNulty, University of Illinois at Chicago To explore developing conceptions of procedural justice in a contest situation, 136 children and adolescents (ages 6-14) participated in structured interviews on fair ways to organize science contests and on the differentiation of skill and luck. Conceptions of fair contest procedures were parallel to the differentiation of skill and luck tasks. Differences in the use of contest-specific attributions like credit allocation, odds of winning, and incentives were central to conceptions of fairness. Intra-personal motivation attributions like mood, interest, talent, and effort were judged equally important by everyone. Most students said individual competition was fairer than team competition, and everyone could take the perspectives of learners of various abilities. Pragmatic concerns with effectiveness were seen as necessary but not sufficient for establishing fairness. Conduct-focused issues of harm were not central to developing conceptions affair contest practices.

Moral or Religious Citizen?

M. Javad Zarean, Imam Khomeini, Education and Research Institute Is it enough to be a moral citizen? One may argue that, based on such concepts as relativism, individual liberty, rights rational virtue and critical thinking, morality plays as only one of the two main elements of an ideal society. Religion, in this approach, could be the second component. Among those who give the above mentioned role to religion, some consider religion only as a guarantee for moral application, whuile others observe it as the only main

65 source of morality in both theoretical and practical aspects the relation between morality and religion would be the main question ofthis poster.

Moral Judgment in the Healing Profession L. Dale Richesin, University of Illinois at Chicago This study presumes that there is a link between moral reasoning and biased assessment of others. Using several moral development measures, I will seek or determine if similar conclusions could be drawn using defining Issues Test, the Moral Judgment Test, and the Moral Judgment and Disease Inventory. I will also explore whether moral judgements differ among two specific vocations, nursing and addictions counseling. Different results in these moral development measures would sy,ggest that a person's role in the caregiving enterprise affects their moral judgment.

Generational Divisions in the Culture Wars: Views on Leisure, Sexuality, and Politics Lene Arnett Jensen, Catholic University of America Scholars have noted the prominence of "culture war'' divisions within religious denominations. Groups holding religiously liberal views on moral and political issues are divided from groups holding religiously conservative views. Yet, the groups on each ofthese opposing sides do not have homogeneous view. One source of heterogeneity may be age or generation . The present study compared mainline and fundamentalist Baptists on moral and political views. It also compared young adults to midlife and older adults within and across the Baptist groups. Results showed that mainline and fundamentalist Baptists differed markedly on most issues . With respect to issues pertaining to morality and free speech, young adults were more tolerant than older adults within both groups ofBaptists.

The Culture War and the American Dream: Family and Work Lene Arnett Jensen, Catholic University of America Catholic University of America Scholars have noted the prominence of public "culture war" divisions within religious denominations. Research among lay believers has shown marked intra denominational differences on moral and political issues. The present study compared mainline and fundamentalist lay Baptists on their moral conceptions pertaining to family and work. It also compared young adults to midlife and older adults within the Baptist groups.

Findings showed that the mainline and fundamentalist Baptists were markedly divided in their views of the family, but that they shared a common work ethic. Findings also indicated an influence ofboth developmental and generational factors on conceptions ofthe family.

It's Wrong, But Everybody Does It: Academic Dishonesty Among High School and College Students Lene Arnett Jensen, Catholic University of America; Jeffrey Jensen Arnett, University of Maryland; Shirley S. Feldman, Stanford University; Elizabeth Cauffman, University of Pittsburgh Academic cheating has become a wide spread problem among high school and college students. In this study, 229 high school students and 261 college students evaluated the acceptability of cheating behaviour under 19 different circumstances where a person's motive for transgressing differed. Results indicated that all students took motives into account when evaluating the acceptability of academic cheating. Cheating behaviour was more common among those who evaluated cheating leniently, among males, and among high schoolers.

Also, both evaluations of cheating and cheating behaviour were strongly related to the psychological characteristics of self-restraint and tolerance of deviance.

66 The Right to Do Wrong: Lying to Parents among Adolescents and Emerging Adults Lene Arnett Jensen, Catholic University of America; Jeffrey Jensen Arnett, University of Maryland; Shirley S. Feldman, Stanford University; Elizabeth Cauffman, University of Pittsburgh In this study, 229 high school students and 261 college students evaluated the acceptability of lying to parents under 19 different circumstances where a person's motive for lying differed.

Results indicated that high school students were more accepting of lying to parents than college students, and high school students also reported lying more to their parents. Male students were also more accepting of lying than females students, but male students did not report much more lying behaviour. All students took motives into account when evaluating the acceptability of lying to parents. Ac,ceptance oflying and lying behaviour were related to personality characteristics (self-restraint and tolerance of deviance) and family characteristics (family control and family cohesion).

The Impact of doing Character Education on the Moral Vitality of Russian Teachers Josephine Hauer, University of Bridgeport This presentation reviews the results of a survey exploring the impact of doing character education on the moral vitality ofRussian moral education teachers. Do the challenges and personal growth opportunities inherent in the mission/practice of character education impact positively in other areas of an educator's life? Are personal relationships with family members, children, spouses and self-image positively impacted? This is a preliminary investigation into those questions.

Personality, gender, and the ways people perceive moral dilemmas in everyday life Gillian R. Wark, University of British Col urn bia This study examined the relations among personality, gender, and the ways people perceive moral dilemmas in their everyday lives. Participants were 116 young men and women who were asked to report, describe, and make judgments about pro-social, antisocial, and social pressure types of moral dilemma they had actually experienced. They were also asked to rate each dilemma on a number of dimensions. Participants also completed measures of shame and guilt (Harder, 1990; Tangney, 1990), identity status (Bennion & Adams, 1986), and personality (IASR-B5; Trapnell & Wiggins, 1990). Results suggest that young women feel more guilty about pro-social dilemmas and view dilemmas involving social pressure from parents in more care-oriented ways than young men do. Discussion focuses on the relevance of personality and gender differences for a model of real-life moral reasoning, development, and education. As well, discussion focuses on family influences on the development of character and on the ways people interpret moral problems in their everyday lives.

State of mind and Organising Models Applied in Morals Conflict Resolutions Valaria Arantes, Genoveva Sastra Vilarrasa, University of Barcelona We have investigated relationships between the state of mind and the 'Organising Models' of thinking applied by subjects when solving moral conflicts. In the research, ninety Brazilian teachers were divided in three groups and each one was led to experience different emotional states, before solving moral conflict that involved a student using drugs at school. One group had experienced 'positive' feelings; another group had experienced 'negative' feelings; and the third one was called 'neutral' group. As a general conclusion, we could see that the subjects' state of mind influence thoughts' organisation when they are asked to solve moral conflicts.

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The Pedagogy of Eros Kyriaki Doumas, Lund University In my work 'Eros Pedagogy. From Plato to Areopagites' I comment on Plato and Areopagites' Plato-Christian writings about Eros. I argue that pedagogy is Eros or love expression. Eros can drive one forward to a continuous process of internal development. The purpose is to widen the consciousness so that one can attain and experience the highest qualities of beauty which are found in different forms of ethical action. On the basis of this theoretical assumption, I am exploring how and 'erotic' pedagogical relation can be created in a real classroom situation within the institutional framework of formal schooling.

On this poster I intend to present a first view over the results of an empirical study and further-more to point out how knowleqge and morality are interwoven as constitutive internal elements in a teaching and learning process.

Moral Reflection in Multidisciplinary Design Projects Frank de Mink, Twente University At Twente University all students are requested in the third year of study to work on real design projects with students of different subjects during 240 hours. As part of job they are asked to reflect on the moral issues of the design, with question such as: How will the design influence the client, the organisation of the client and the society as a whole? What relationship will the project group develop with the client? On what way will the group handle the differences in opinion and cognitive style? The paper will summarise the four years of experience with this reflection and the reaction of the students and tutors.

Dilemma's and Soaps as Vehicle for Citizenship Frank de Mink, Twente University In some districts and quarters of our big cities different cultures live together, often with problems of mutual understanding, racism, drug dealers, prostitution, breach of the law: difficult to handle for the public officials. There we use group interviews, moral dilemma discussions and theatre to enhance the participation of the citizens. We think that not only the moral development of participants will develop but also the moral climate in the districts and that even the communication between the groups and the government will improve as a result of this intervention. We have some indications that this indeed will happen.

A Fundamental Normative Theory of Morality H. Stopes-Roe, British Humanist Society A moral judgement expresses the essential moral concern: A moral judgement expresses a concern for welfare of individuals, which is open impartially to individuals, present and to come.

I add factual observations, which express the reasons why morality is necessary: and why it is possible for human beings. I assume that the universe is naturalistic. I define criteria using only non-moral terms, which are such that I can then demonstrate (using the moral premise) that they define 'moral sensibility'. The rest of morality follows. The dual basis, moral and factual premises, enables me to 'trump' Moore's 'Natualistic Fallacy'.

68 KOHL BERG MEMORIAL LECTURE

G 29 Lecture Theatre

The Moral Character of Teaching Professor Richard Pring, University of Oxford The interest in moral education has largely focused on the teaching of morality or on nurturing moral qualities and virtues or on the 'moral atmosphere' of the school. But little, comparatively speaking, has been written about education itself as essentially a moral practice. Failure, in this respect, has damaging results. First, the practice of education goes adrift from its moral roots - and serves particular ends such as economic well-being or citizenship as conceived by those in power. Second, the programmes of moral or personal and social education are isolated from .the moral context in which they make sense. These issues will be addressed in the lecture.

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Sunday 9th July 2000 Time

Description

08:00 09:15

Breakfast Concurrent Sessions VIII

VIII. I VIII.2 VIII.3 VIII.4 VIII.6

Theory ofMoral Development Citizenship, Violence and Democracy Professional and University Ethnicity, Gender and Family • Service, Learning and Community Philosophy of Citizenship Education

10:45 11:15-12:30

Tea/Coffee Concurrent Session IX

IX. I IX.2 IX.3 IX.4 IX.5 IX.6

Theory ofMoral Development Citizenship, Violence and Democracy Moral Emotions and Feelings Moral Education Ethnicity, Gender and Family Philosophy of Citizenship Education

G 25 G705 G678 G 26 G704 H 13

12:45-13:45

Concurrent Lectures given by distinguished Professors in Scotland Professor Joe Thomson Professor David Carr Professor David Jasper Trips & Packed luncb Mosaic Reception- poetry and music

G 29 H 13 G 25

vm.s

14:00 19:30-22:00

Location Accommodation

G704 G 25 G 26 H 13 G705 G678

Dining Rooms

Fore HaD

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CONCURRENT SESSION VIII VIII. 1 THEORY OF MORAL DEVELOPMENT Symposium

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Chair: T Wilson John Dewey and Paulo Freire in Orange County, California Tom Wilson, Chapman University: Lani Martin, FuUerton State University, Cheryl King, Fullerton Elementary School, Penny Bryan, Chapman University, Emily Wolk, Santa Ana Unified School District, Terri Egan, Pepperdine University This session will present collaborative critical democratic education efforts in Orange County in Southern California. Two activities will be described: Collaborative Action Research for Democratic Communities (CARDC) and the Paulo Freire Democratic Project (PFDP. While varied in design and implementation, each draws sustenance from the work of Paulo Freire and John Dewey.

VIII.2 CITIZENSHIP AND DEMOCRACY Paper presentations

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Chair: D. de Ruyter

Human Rights and Good Citizens: from jurisprudence to ethics Luca Parisoli, University of Paris It is not the same thing to be a good citizen of the State X and to be a good citizen at all. In order to make this difference, it is necessary to be a moral citizen, i.e. a citizen who by a moral argumentation knows that an existing government is accountable to the ideal of original community. The system of original community must be in accord with universal (not statal) human rights; if this is not the case, it will be unjust. I want to stress that human rights are concerning the human persons and only after they are statal norms concerning exclusively citizens. A good citizen knows that every man and each woman have a claim to the protection of basic human needs, i.e. they have the same universal human rights, as citizen of one or the other State.

Educational Rights for Gay and Lesbian Students and Teachers - Canada Don Cochrane, University of Saskatchewan Despite federal and provincial human rights legislation and advances through the courts, the status of gay and lesbian teachers and students remains in limbo. There are, however, grounds for optimism: recent court challenges, union activity, school board initiatives, and the actions of individuals may promote a more inclusive citizenship.

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Human Rights in Education Felix Garcia Moriyon, University of Madrid As Hanna Arendt used to say, it is impossible to build a civil community without sharing some common values. At present, Human Rights, as a set of values accepted by everybody in the world, can be presented as those values we need to help children and all of us to become moral citizens. However, it is not so easy to teach and learn Human Rights, much less to put them into practice. In order to get that, we need to pay attention to some basic considerations: a) Human Rights can not be just lay down to children in the school; it is needed reflective thinking on the values involved and practice them on the school life; b) many of the actual characteristic of the school sys-tem are based on values widely divergent (some times contradictory) from Human Rights; c). Human Rights are not a discipline that can be taught and learnt twice a week in the classroom, they have to become the core of the school system; d) teachers and schools are not the only responsible of Human Rights Education, they can not solve the problems that come from family and society in general and they should not assume the role of scapegoat of upsetting and distressing social events; e) Human Rights are only a small part of human values, just as Human Rights education is a small part of moral education, and becoming a good citizen is not the same as becoming a good person.

VI11.3 PROFESSIONAL AND UNIVERSITY Symposium

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Chair: R Watson Fostering Intellectual, Interpersonal and Moral Integrity in Teacher Education Rebecca Watson, Blowing Rock, Trygve Bergem, University of Bergen, Georg Lind University ofKonstanz, Theo Bergen, University ofNijmegen, Sandy DeAngelis Peace and Norman SprinthaU, North Carolina State University and Sharon Nodie Oja, University of New Hampshire Teaching the Art of Living- So What?

This presentation will focus on the central issues in the Scandinavian discussion on teacher education and teacher professional development. Special emphasis will be laid on the tension between the fostering of the intellectual and the interpersonal dimensions of teachers' professional development.

From Practice into Theory - Turning Teacher Education Downside-up In many countries, the strengthening of the practical component in teacher education is considered one of the most urgent targets for reform. However, this practical turn of teacher education is still insufficiently underpinned by educational theory and, in practice, it is often not applied, or even encounters strong resistance. Educational practice is often still seen as something alien, or even opposed, to education theory, and is either postponed after "the theoretical grounds" have been laid, or is reduced to a theory about practice. Lind will present a model of teacher education, which he calls the practice-into-theory model. The prime goal of the practice-into-theory model is to efficiently communicate the meaning of good educational theories, in both senses ofthe word meaning In my paper, the design of the course and also findings from the ongoing evaluation of the practice-into-theory model of teacher training will be presented, including self-evaluation and assessment of cognitive-moral growth with the Moral Judgment Test (MJT).

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Peer Coaching as a Means of Activating Instruction and Teacher Professional Development The presentation will summarize a research project which has implemented peer coaching as a powerful approach for stimulating teachers' professional development (Hoyle & John, 1995). A key element of the studied intervention of collegial coaching is the actual assistance and dialogue that occurs between teachers during coaching conference.

Fostering Teacher Moral and Intellectual Development through Peer Coaching This one-year quasi-experimental study investigated 16 experienced classroom teachers. Eight teachers participated in a two-semester peer coaching intervention. The comparison group included eight teachers who were in n~w leadership roles but who did not participate in peer coaching. Pre-test/post-test measures included principled reasoning judgment as measured by the Defining Issues Test, conceptual complexity as measured by the Paragraph Completion Test, and assessment of peer coaching dialogue as measured by an Adapted Interaction Analysis System that numerically codes data dialogue every three seconds. The intervention is based on the social role-taking and guided reflection framework that was most recently described by Sprinthall, Reiman and Thies-Sprinthall (1996). The applied theory proposes key conditions that are needed to foster adult cognitive development. .Because teachers play a central role in the making of moral citizens, this research will be of interest to both scholars and practitioners who regularly attend AME. A Four-Year Longitudinal Study of Teacher Education Students' Moral, Interpersonal, and Intellectual Development This four-year longitudinal study traced the moral, interpersonal, and intellectual development of 105 undergraduate teacher education students. Measurement systems included the Defining Issues Test, the Paragraph Completion Test, and the Constantinople Test. Findings from the longitudinal study are compared with normed data from other professional populations and with social role-taking and guided reflection interventions. Implications for teacher education and for moral/ethical dev~lopment are then drawn.

VII1.4 ETHNICITY, GENDER AND FAMILY Symposium

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Chair: L. Blum Race, culture, and ethnicity in the civic status of immigrant and culturally "other" groups: A comparative perspective Larry Blum, University of Massachusetts, Anthony Skillen, University of Kent, and RusseU Keat, University of Edinburgh The civic status of immigrant groups is a central concern of justice in the domain of citizenship. Western capitalist democracies differ surprisingly in how open they are to immigrants, the degree to which racism and cultural parochialism affect the acceptance of immigrants and groups culturally distinct from the dominant groups, the ease with which citizenship is granted to immigrants and their offspring, how strong the norms of assimilationism permeate the national culture, and other related factors. The participants will describe and normatively assess the civic status of representative immigrant and culturally distinct groups in the U.S., U.K., Scotland, Australia, and to a lesser extent other European nations.

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VIII.5 SERVICE, LEARNING AND COMMUNITY Paper Presentations

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Chair: S. Pendlebury

Community Service Predicts Future Civic Engagement Among High School Students Jeffrey McLellan, The Catholic University of America, Edward C. Metz, The Catholic University of America Interest in community service and its potential to engage youth in the realm of civic participation has never been greater. Through the use of hierarchical regression models with strong controls, this report prospectively assesses the manner in which the type and frequency of community service participation affect the future civic engagement of youth. Data were attained from the first year of a 3-year longitudinal study of a suburban Massachusetts public high school. This research suggests that the future civic intentions ofyouth are enhanced by current voluntary service, particularly service types that enable youth to serve persons in need.

Community Service and Service Learning: What Good are They?

Ivor A. Pritchard, U.S. Department of Education School-based community service and service learning activities are increasingly popular in American public education. The National Education Goals include community service participation for all students as an objective, and policy initiatives such as the Learn and Serve America Program and Learning In Deed are contributing to the recognition and availability of service opportunities. Research has not yet demonstrated lasting effects from service experiences, however, and survey data suggest that different people view community service or service learning as serving different educational ends. Effective educational approaches should be deliberate about the relationship between the means and ends of community service or service learning efforts.

Adolescent Identity Development and Community Service Allison Ruth, Catholic University of America, Mary Jo Pugh, Bedford VAMC, Michael Kerestes, Catholic University of America This paper reports a case study of a one-week program in which 150 middle-income, suburban adolescents perform service by rehabilitating homes of rural, economically disadvantaged families. The aim of this present report is to describe the process side of service. Data were collected at the camp through extensive fieldwork involving ethnographic observations, document reviews, semi-structured interviews, and focus groups. Survey data were also collected. Using data gathered from interviews and essays, this study will describe the process by which service contributes to the development of an individual identity, an increase in social relatedness and sense of community, and the development of a moralpolitical identity.

74 Vll1.6 PIDLOSOPHY OF CITIZENSmP EDUCATION Paper Presentations

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Chair: B. Spiecker Obstacles to Citizenship Education: Some Philosophical Issues Terry McLaughlin, University of Cambridge The successful implementation of citizenship education in schools in England based on the report of the advisory group on citizenship chaired by Bernard Crick (Education for Citizenship and the Teaching ofDemocracy in Schools QCA 1998} and embodied in recent Orders and Guidance, faces a number of obstacles.

This paper will explore a number of these obstacles which have a philosophical dimension.

The issues considered include the problem of 'taxonomc bite' (relating to the attempt to bring to beat on educational practice a sophisticated conception of citizenship education) and difficulties inherent in the attempt to deal in a defensible way with matters of significant controversy.

Education to Integrity Albert W. Musschenga, Vrije Universiteit Amsterdam The term 'integrity' is widely used in praising, evaluating, remembering and recommending people. Integrity is a desired and desirable characteristic. In spite of the popularity of the term, very little has been written about what it takes to educate persons to integrity. In this paper I want to contribute to filling this lacuna.

In the first part of the paper I analyse the meaning and use ofthe term ' integrity' . The various concepts of integrity we meet in ordinary language can be categorised along two axes: formalmaterial, and local-global. This categorisation results in three concepts of integrity: the formal concept of personal integrity, and the material concepts oflocal and moral integrity.

In the second part of the paper I turn to the issue of education to integrity. I focus mainly on moral integrity. While the virtues of integrity are always related to substantive virtues, it seems obvious to assume that one cannot separate education to integrity from teaching substantive virtues. However, this assumption is only justified in regard to the moral education of children. We teach children all kinds of substantive virtues, hoping that they will reach some degree of (moral) integrity. Many adults whom we regard as being moral and virtuous to some degree, do not meet our standards of integrity. We find their behaviour and judgements not sufficiently consistent and coherent. This statement raises a lot of questions: How do we determine whether someone's behaviour and judgements are not sufficiently consistent and coherent? How much coherence and consistency a person must exhibit for attributing him integrity?

After discussing the relation between integrity and coherence and consistency, I argue that educating people's moral integrity should concentrate on strengthening motivational selfsufficiency, promoting critical imaginative thinking and fostering moral integration.

Values, Character and Education for Citizenship Susan Elinor Wright, University of North London This paper considers some possible values, purposes and pedagogies of citizenship education.

It is argued that 'good citizens' have 'good characters' and act on principles which they may or may not expliCitly recognise. Education should provide tools for the development of thinking skills and opportunities for children to set their own agendas. This enables them to adopt

75 principles and values for themselves, consciously and explicitly. Pedagogies which foster appropriate learning processes are discussed

CONCURRENT SESSION IX IX.l THEORY OF MORAL DEVELOPMENT Symposium

G2S

Chair: B. Puka A Recipe for Moral Citizens Bill Puka, Rensselaer Institute Many Americans would cite individuals like Mother Teresa , Mohandas Gandhi and Martin Luther King as exemplars of personal character in Conscientious socila participation . We are, however, only dimly aware of the method to their moral "madness" or passon that each explicitly stated in writing. Gandhi's detailes his ahimsa or non-violence, King's laid out Moral Force or Soul Force.

Such stepwise methods amount to recipes for moral citizenship. They have not been investigated, much less picked up by moral educators, however, because they seem too simple and mechanical (like all recipes for living). We have sought more reasoned and reflective approaches that breed emotional and interpersonal sensitivity. Even with the current emphasis on character education and "moral literacy", such "cookbook2 or "by- rote" approaches are seen as outmoded and ineffective.

My presentation makes the stepwise approach of Gandhi-King explicit. It details how this method can be interpreted, proceduralized, and applied in a highly subtle and sensitive manner. It then offers empirical evidence, using verbal protocol analysis in cognitive science, to show that such a method suits the spontaneous problem solving approaches of students and can be adopted to enhance them. And finally it suggests pointed teaching strategies for learning and habituating these methods to enhance moral know-how in everyday like and moral community.

Discussant: Augusto Blasi, University of Massachussets

IX.2 CITIZENSHIP, VIOLENCE AND DEMOCRACY Symposium

G70S

Chair: N Sprinthall Challenges to Moral Development in Emerging Democracies Norman A. Sprinthall, North Carolina State University In an effort to understand the manner in which public administrators in post-Communist Eastern Europe contemplate the workplace moral dilemmas with which they are confronted, samples of public administrators drawn from urban and rural provinces in Poland and from a variety of administrative districts in Russia were assessed.

76

The Stewart Sprinthall Management Survey (SSMS), a three-story measure similar to Rest's "Defining Issues Test" employing dilemmas drawn from case studies of problems familiar to public officials, served as our major assessment tool. The SSMS, which has been used extensively in the United States, was modified by Polish and Russian academicians to insure content validity.

Results indicated that there was substantial similarity between the Polish administrators and prior samples from the United States. There were, however, both similarities and substantial differences between the Russian and Polish officials in levels of moral reasoning.

These findings and their implications for the facilitation of democratic life by public administrators will be discussed in detail. (

Deborah J. Youngman, Boston University Uneven progress towards the yet obscure ideals of functional democracy and the socioeconomic reforms needed to support it continues to be threatened across Eastern Europe not only by vestigial communists and resurgent nationalists in the political domain, but by the inadequacy of conditioned responses to the daily demands of civil exchange among the citizenry as well. While interethnic and intergenerational dissonance is a timeless and global concern. in Romania such problems are also an aspect of Ceausescu's legacy, further exacerbated by post-revolution inflation and unemployment, bureaucratic incompetence, confusion, and inertia.

This study of challenges to moral development in emerging democracies relies on semistructured interviews recently conducted among community leaders throughout Romania. As communities have historically been organized around religious as well as political institutions (Communism not withstanding), acting leaders representing all traditional religious groups, future leaders in training (seminary, University, and lower division students), as well as secular community leaders and the new entrepreneurs (including former Communists, prominent Gypsies, and sport and political figures) were included in the sample. Noted themes and patterns rising from this extensive narrative data will be presented.

IX.3 MORAL EMOTIONS AND FEELINGS Paper Presentations

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Chair: E. van Dam

The Feeling of Shame as a Moral Regulator Ulisses F Araujo, University Estadual de Campinas, Brazil The aim of this study was to identifY the role that the feeling of shame plays on the regulation between judgement and representations of moral actions. To evaluate this hypothesis, a written interview was carried out with 540 subjects aged 8, 12 and 16, belonging to two distinct socio-economic groups. The interviews presented hypothetical problem-situations in which characters acted against the moral values of honesty, generosity and courage. The results have confirmed that the feeling of shame influences the judgment and the moral action of these subjects and their interaction with the world

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Developmental Psychology and the Individual in Society Philip G. Laird, Lillian Wong and Paul Wong, Trinity Western University The concept of emotional intelligence (El) has become popular in the pursuit of programs by which moral values and principles can be taught to students. Emotional intelligence focuses on five abilities: Self-awareness, managing emotions, motivating oneself, empathy and handling relationships. The EI movement is critiqued in two ways. First, it is argued that the EI has failed to add information to the already existing body of evidence regarding the parallel structures of cognitive reasoning, social perspective-taking and moral reasoning.

Second, it is argued that EI-related instruction must take place within a defined value-system for such instruction to yield the desired outcome. Discussion will centre on how we can improve EI related education in or.der to promote social perspective-taking and moral development.

IX.4 MORAL EDUCATION

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Paper Presentations

Chair: N Iwasa Comparative Studies on Moral Education Fumiyiki Ohnishi, Yokohama City University We analysed the process of one hour of the moral instruction and the aim of moral education at elementary schools in five countries, Canada, China, Japan, Thailand and USA The process was discussed in educational systems.

The Intimacy and Autonomy of Children in Japan Fyoriko Onishi, Yokosuka, Japan Recently, unfortunate incidents and crimes by youth tend to increase in Japan. There were crimes used a knife by lower ages. The youth who has much frustration, irritation and hostility in mind is not a little, because they can not solve a conflict in the more mature way. Behind of such a phenomenon, it seems that children have only superficial friendship because of their environments. Psycho-social development is based on the capacity for intimacy and autonomy. So, a need exists to research how is the intimacy and autonomy of children in Japan, to foster their psycho-social and personality development .

IX.5 ETHNICITY, GENDER AND FAMILY

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Paper Presentations

Chair: D. Cochrane The Public and the Private - a Gender Perspective Natalie Juranek, Social Science Research Centre Berlin Women are more ready to help, but participate less frequently in formal voluntary public activity than men. The moral theories of Kohlberg and Gilligan support this empirical observation.

78 A dilemma about a conflict between human rights group actlvtty and care for one's unemployed spouse was presented to 88 men and women from East and West Germany.

Our results show that the private sphere is by no means a solely female domain: males especially post-conventionals - assign partnership a higher priority than do women. Nor do women ignore the political sphere: a significant proportion of women justifY "self-interest" on feminist grounds.

Difference Is Not Deviance: Teaching Cultural Diversity to Students Karen Fraser Wyche, New York University This paper examines the challenges ip teaching American social work students issues of cultural diversity when the professor is an ethnic minority women. Examples of students reluctance to examine their biases in working with clients who differ from them by ethnicity, race, sexual orientation, religion, sex, or age are discussed. Themes of racism and humanitarianism become focal in the student discourse about their own self discovery. Theory and practice are used to address these challenges of teaching students for a profession that focuses on issues of social justice.

Racial Tolerance and Acceptance as the Basis for Harmonious Living in a Civil Society Rivka Witenberg, University of Melbourne Racial tolerance and acceptance is fundamental to a civil society. Racial tolerance has been under-researched and is largely unexplored both from psychological and developmental perspectives and there are both definitional and conceptual issues needing further clarification. The adoption of one definition over another determines how tolerance is operationalised and the kind of research questions asked. This paper will discuss definitional and conceptual issues surrounding tolerance in general and racial tolerance in particular and report on a community program and a research project into racial tolerance using a developmental model. These two projects highlight differences in the way racial tolerance can be defined and operationalised.

IX.6 PIITLOSOPHY OF CITIZENSIITP EDUCATION Paper Presentations

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Chair: D. Boyd Class Teachers in Russia: Personalizing Moral Education Josephine Hauer, University of Bridgeport This is a slide presentation offering images of conditions and practices of moral education in Russian schools.

Moral education in Russia occurs within long-term relationships among teachers, students, and their families. Although the ideological emphasis on Marxism has disappeared, many practices remain such as the student day journals, class teachers, monthly parent meetings, and community cleaning activities. The presenter will briefly review how moral education is personalized within the Russian system. Insights from the presenter's trip to 21 Russian schools will help educators consider ways to more fully know their students in the process of educating for character.

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Moral and Social Understanding Among Students in Bosnia and Herzegovina Andrew Garrod, Dartmouth College, Jay Davis Richmond Middle School, Phuoc Le, Dartmouth College, Almin Hodzic, Dartmouth College This study examines how eleven-year-old and eighteen-year-old children ofMostar, Bosnia (the sample includes Russian Orthodox Serbs, Roman Catholic Croats, and Muslim Bosniaks) understand the concepts of forgiveness, justice, and caring in light of their wartime experiences. During our two-week research period we employed established moral reasoning and moral orientation interview methods drawing on the work of Lawrence Kohl berg, Carol Gilligan and Kay Johnston and we developed a hypothetical dilemma on war and forgiveness based on the writing of Simon Wiesenthal. We attempted to assess how children under stress and who come from three very differ(}llt ethnic and religious traditional compare on these interview questions with established studies.

DISTINGUISHED PROFESSORS FROM SCOTLAND

Paper Presentations Thinking the Unthinkable- A Future for Children's Hearings in Scotland Joe Thomson, University of Glasgow G 29 Lecture Theatre Chair: D. de Ruyter

Scotland has a unique system of caring for children with social, psychological and other needs as well as those who have committed offences. This system, known as 'Children's Hearings' has come under some scrutiny in recent times. In this talk I will outline some features of the system and discuss recent criticisms of its operation.

Moral Education and the Hazards of Developmentalism David Carr, University of Edinburgh Chair: B. Davis

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Many conceptions of moral formation - not least some influential modem accounts - are developmental in character: they aspire to trace progress to moral maturity through or across some or other sequence of more or less well defined stages of cognitive, conative and/or affective growth. Insofar as mutual consistency is not a perspicuous feature of accounts ofthis genre, however, the logical status and/or evidential basis of such developmental theories remains less than clear. This paper argues that such accounts are inherently normative precisely, more evaluative than descriptive - and proceeds to explore some of the more problematic moral educational implications ofthis claim.

80 The Subject on Trial and Baudrillard's Nightmare David Jasper, University of Glasgow Chair: J. Conroy

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Since the "invention" of the subject in modern thought, the subject has been on trial, not least under the gaze of Kantian philosophy. By the nineteenth century, the moral demands laid upon the subject could not be endured, and the way was open for the crisis ofpostmodernity in our own time. The French thinker Jean Baudrillard explores the nightmare of postmodernity and poses the question -is there a way out? What hope is there for the subject after postmodernity?

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CONCURRENT SESSION X X.l THEORY OF RELIGIOUS AND MORAL DEVELOPMENT Symposium

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Chair: E. Francis Values Education Council UK: Policy and Practice Values Education Council The symposium will provide evidence from the work of member organisations of the realisation in practice of the aspirations of the VEC. For example, representatives of communities of inquiry such as PER and VECTOR will report on the issues reflected upon and activities undertaken by members of their networks. VEFL, an organisation operating a post-Kohlbergian model of values education, will provide an insight on the mentoring it provides to demotivated, disaffected and disengaged young people. There will also be contributions from the British Humanist Association and the international Sathya Sai education in Human Values project (Scotland) Conference participants will be invited to join with member organisations of the Values Education Council in discussion on the meaning of values education for the making ofmoral citizens.

X.2 CITIZENSIDP, VIOLENCE AND DEMOCRACY Paper Presentations

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Chair: M Brockett Beyond Morality: Active Citizenship under Conditions of Violence Dieter Misgeld, University of Toronto Issues of political morality will be addressed which arise from situations of severe repression and intense social struggles. It will be asked how the active affirmation of citizenship or of one's Right to citizenship can be pursued, when repression (military, paramilitary, and economic) is constantly operative. Views on revolutionary morality will be examined which arise from two Latin-American situations: The indigenous Maya-uprising in Chiapas, in Southern Mexico, and the largest armed insurgency (guerilla) in the Americas, which exists in Colombia in South-America.

I will attempt to examine how moral educators can approach the profound dilemmas which arise in these situations: Can one, may one use violence in order to overcome it? If not, how can violence be avoided, when it is constantly afflicted? How can people defend their dignity in these situations? What are the responsibilities at issue?

The Navy and Moral Development Frank de Mink, Twente University The Royal Navy in the Netherlands is influenced by its experiences in the war in the former Yugoslavia. Responsibility is now redefined as not simply following the rules and commands, but as being able to defend decisions in the situation within the UN framework. We were asked to develop a course in applied ethics for those who become officers. We collected moral dilemmas of experienced staff and we made exercises to elicit moral reflection and develop the moral intuition and moral reasoning process. We added real life dilemmas ofthe

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students. We will show an overview of our programme and reasons based on ideas of Kohlberg and Rest.

The Effect of Political Violence on Moral Development in Northern Ireland Neil Ferguson, Liverpool Hope University CoUege This cross-national study of moral reasoning among adolescents in Northern Ireland, Scotland and the Republic of Ireland, addresses the problem of possible moral truncation in Northern Ireland due to political violence. The proportionate stratified sample of 14-15 year-old males and females, was controlled for urbanization and matched for age and sex. Analysis of the results suggested that despite the violt;nt atmosphere the Northern Irish adolescents were not developmentally delayed as previously feared.

X.3 MORAL EMOTIONS AND FEELINGS Paper Presentations

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Chair: C Milnitsky Being Kind to Others and Being Socially Responsible Nobumichi Iwasa, Reitaku University In this paper I will argue that the developmental approach is still important in moral education though some proponents of character education regard it as an approach in the past. In order to be relevant in moral education the developmental stage approach should broaden its scope to cover the totality of human morality. In this context I will emphasize the following three dimensions of "respect" as a central concept of morality: ( 1) deepening of meaning of "respect", (2) broadening of objects to be "respected" and (3) personal integration of cognitive, emotional and behavioural aspect of our functioning with regard to "respect" .

The Social Psychology of Caring Frederick M. Gordon, Institute for Work Democracy, Carolyn Hildebrandt, University of Northern Iowa The psychology of caring is one that ties the happiness of one person to that of another. It differs from empathy in that it represents an intentional commitment to another's welfare, not mere co-feeling. The phenomenology of care reveals its positive and negative aspects: care amplifies the recipient's sense of the significance ofhis or her life, and overcomes selfish and competitive motives. It also burdens its recipient with the obligation to fulfil the carer's idea of the recipient's happiness. New empirical findings, from the research of the author and that of Carolyn Hildebrandt, will illustrate these positive and negative aspects.

On the makings of moral citizens: The role offorgiveness education Suzanne Freedman, University of Northern Iowa As a result of being hurt, some children and adolescents experience anger and resentment and don't know how to handle these strong negative feelings. Anger that goes unchecked can lead to dangerous actions such as school shootings. Teaching forgiveness could possibly prove a valuable intervention in working with children who are angry. Forgiving involves a choice between love and hate, and the letting go of anger and a desire to retaliate. Learning how to

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forgive could strengthen the moral character of children who experience hurt. To develop successful intervention programs for children, it is necessary to better understand how children think about forgiveness. The purpose of this presentation is to describe results of a study that examined developmental differences in the way children understand and practice forgiveness.

X.4 PROFESSIONAL, UNIVERSITY AND MEDICAL ETIDCS Symposium

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Chair: D. Brugman

Stimulating the moral climate in a forensic centre for youths and the implementation of the EQUIP program Daniel Brugman, Utrecht University, John C Gibbs; Ohio State University, Loek DiJkman, C. J. M. van Vliet, Jan van Westerlaak, Forensic Centre Teylingereind We will give a thorough presentation of the EQUIP program at Teylingereind, a forensic centre for delinquent youths (12-18 years) in the Netherlands. EQUIP is a multi-component peer help program developed by John Gibbs and others to achieve a higher level of moral reasoning, a reduction of cognitive distortions and an improvement of social skills in delinquent youth. We translated and adapted the EQUIP program for the treatment of youngsters of normal and below normal intelligence. Group-workers are trained to handle these youngsters through this method in 3 or 4 weekly sessions for a period of 10 weeks or longer.

The philosophy and vision ofTeylinereind is based upon Habermas' idea of communication and respect. Based upon this idea the quality management of the institute is carried through the EQUIP as the treatment program for our youths. Every youth in Tylingereind is of course treated with respect. On a video we will present you the building and details of everyday life, and how the EQUIP training will with theses youngsters is working. Research results are reported about the differences in moral reasoning for these youngsters and comparable groups of youths, using SRM-SF. As a consequence of the straight videos (with humour also) we expect an animated discussion about improving the peer group moral atmosphere and stimulating moral development.

X.5 MORAL EDUCATION

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Symposium Chair: R. Beebe

A Moral Education Initiative in the Former Soviet Union Robert Henry Beebe, International Educational Foundation of Russia, Bronislav Bitinas, Vilnius Pedagogical University, Josephine Hauer, University of Bridgeport As moral education oscillates between the paradigms of absolutism and relativism, the former Soviet Union provided a unique context for the development of a program that seeks to combine both on the ashes of a discredited moral education system. These presentations will discuss the philosophical background as well as program development, implementation and results of a research study on program effects on the moral judgment and sense of meaning of Russian adolescents .

85 1. Absolutism and Relativism as Paradigms ofMoral Education Bronislav Bitinas 2. Training Teachers as Moral Mentors Robert Beebe 3. The Impact of a New Moral Education Program on Sociomoral Judgment and Meaning in Life ofRussian Adolescents, Josephine Hauer

X.6 SERVICE, LEARNING AND COMMUNITY

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Panel Presentation Chair: P. Petrie.

Integrating Life, Faith and Values -An Inclusive Imperative in the Making of Moral atizens

Lisa Curtice, Pauline Petrie, John G. Rafferty, Craighead Institute of Scotland Panel 1 of the Institute's presentation, "Empowering people with learning disabilities as moral citizens: overcoming a double exclusion?" by Lisa Curtice, addresses the cultural and social transformations required to liberate people with learning disabilities to take up their roles as full members of society. This is a challenging development of the Institute's mission in Scotland to accompany others in the integration of their life, faith and human values.

Panel 2 of the Institute's presentation, "A Pastoral Approach to the Development of Critical Thinking amongst Craighead Institute Training Client Groups" by Pauline Petrie, describes ongoing Institute research into the critical pedagogy of adult education integrated with more holistic or pastoral approaches as a praxis for movement to social change action. This action research is deployed within marginalised groups formed from individuals and change agents living and working in some ofthe large housing schemes on the periphery of Glasgow.

Panel 3, "Axiomatic Robust Processes in the Making of Moral Citizens" by Christine Anderson FCJ and Dr John G Rafferty, seeks to set out the underpinning processes that are deployed across all ofthe Institute's operating domains, regardless of context. Thus, whether the engagement is with the formation of the moral citizen in Training -, Research - or Consultancy -led contexts, the wholeness of the Institute's approach can be traced back to a consistent set of integrative axioms.

CONCURRENT SESSION XI Xl.l THEORY OF MORAL DEVELOPMENT

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Paper Presentations Chair: S. Pendlebury Subjectivism, Care and Justice: Moral Judgments Concerning Sexual Ha"assment

Kristine L. Hansen, Richard Noble, Darcee Gosselin, Marian denHeyer, Naomi Grant, University ofWinnipeg Much of the debate within moral and political philosophy about the distinction between justice and care based reasoning has turned following Kohlberg and Gilligan, on the analysis of ordinary moral reasoners' responses to moral dilemmas. In two recent studies conducted at

87 and caring networks? This paper examines this question from the perspective of black males themselves and seeks to locate the cultural tools these students bring to bear in their academic and social lives at City High .

Dimensions of Difference Among Cultures Darcia Narvaez, Leilani Endicott, Tonia Bock and Chor-Yi Wong, University of Minnesota The number and size of ethnic groups in each Western countries are growing. Because of this increasing diversity, more attention is being paid to how cultural perspectives affect social functioning and moral behavior. The. Dimensions of Difference Questionnaire asks the individual to rate the importance of statements representing particular universal value dimensions. Based on the value list from Kluckhohn and Strodtbeck (1961) (e.g., human nature, concept of time, concept ofhuman activity), the questionnaire also includes statements about: relationship to things, self concept, attitudes toward the body, morality. Several research samples using the questionnaire are presented.

Third World Subjects as A First World Citizens: Implications for Culture and Morality Sunil Bhatia, Connecticut College The main objective of this paper is to problematize the notion of A good citizenship by drawing on the work of postcolonial and diaspora scholars In this .paper 1) I specifically explore how non-European/non-white diasporic communities force us to think of citizenship beyond national and cultural boundaries; (2) I discuss how moral discourses about the 'model minority citizens' in the U.S . are constructed by the majority to create divisions between minority groups; 3) I argue that Western developmental models of'good citizenship' portray an individual who has rights, and is rationale, bounded, atomic, and largely disengaged and separated from his/her socio-cultural contexts.

Xl.3 MORAL EMOTIONS AND FEELINGS Paper Presentations

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Chair: M Berkowitz Do Moral Citizens Have Character?

Cletus R. Bulach, State University of West Georgia The presence or absence of character traits/values could make developing "moral citizens" an easy or difficult task. The problem is: "Which character traits should a moral citizen model?"

A second problem is: ''How would you determine the degree to which those character traits are absent or present?" The purpose of this research is to describe a process for determining those traits a moral citizen should have and to develop an instrument to measure the degree to which behaviours associated with the identified traits are present or absent.

Evaluating Character Education: The Giraffe Heroes Program Rebecca J. Glover, University of North Texas Character education programs work to combine direct teaching and community-building strategies in order to promote personal and social integrity as well as moral reasoning skills.

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Presently, numerous character education programs exist nation-wide; however, evaluation of these programs is limited (Vessels, 1998). The Giraffe Project promotes character education by encouraging children to "stick their necks out for the common good." This paper will review the program and will evaluate change in self-concept, locus of control, moral reasoning, general behaviour, and aspects of cognitive reasoning of a group of 5th graders currently participating in the program at their local elementary school.

The American Standards for Citizenship: Do They Include Morality?

Ivor Anton Pritchard, U.S. Department of Education Standards-Based Reform has dominat~d American education reform for the last decade, and cultivating responsible citizenship has emerged as a primary objective. The National Education Goals and voluntary national standards have focused on promoting responsible citizenship. Even so, controversies about the legitimacy of cultivating personal or moral characteristics have swirled around the development of relevant standards, influencing the outcome. Yet public survey data suggest that while reformers approach the moral aspects of citizenship with caution, the American public supports education efforts to strengthen the moral responsibility of its future citizens.

Xl.4 MORAL EDUCATION Paper Presentations

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Chair: M Boland Exploring the Moral Sphere Through Drama: Using Plays to Generate Ethical Reflection John Basourakos, Providence University, Taiwan What is the role of drama in moral education? Watching live performances of plays that present richly textured moral scenarios can serve to orientate students towards a critical analysis of the complicated dimensions that determine moral responses. Consequently, discussing the ethical implications of moral choices that serve to resolve character dilemmas in plays can function to foster a more perceptive awareness of the difficulties involved with making moral choices, which is the kind of discerning ethical reflection that is useful for addressing ethical issues in daily life. This presentation aims to demonstrate an alternative approach for stimulating critical ethical reflection that relies on watching and responding to plays as potent instructional exercises to engage students to think seriously about the enigmatic nature of moral agency. Moreover, this session intends to illustrate that a play's compelling studies into the intricate processes of moral agency can serve as catalysts to provoke reasoned deliberations of viable forms of moral relating within the increasing realities of pluralistic societies.

Teaching Moral Thinking in the Context of Citizenship Education Don Rowe, The Citizenship Foundation I would propose to demonstrate with video evidence how teachers can apply a public discourse model in primary schools, and, I would show how this links with our moral education in secondary school project (now in press) in which students are introduced

89 spirally, to the moral concepts and the forms of thought and argument which they will encounter in the public domain.

University Students' Value Priorities and Emotional Empathy Liisa Myyry, University of Helsinki A comparison of Schwartz's typology of values and the Spranger-Allport-Vernon typology suggests that business students would give higher priorities to power achievement values, social science students to universalism values and technology students to security values. It also hypothesized that social science students would score higher on empathy than business students who would be more empl)thetic than technology students. Universalism and benevolence values were expected to be associated with high empathy and based on the social role theory of gender differences, it was predicted that value priorities would be more strongly associated with empathy in men than women. These predictions were supported from the data collected from 138 students of business, social sciences and technology using the Schwartz Value Survey and the Mehrabian-Epstein measure of empathy.

Xl.5 SECONDARY EDUCATION

Western Infirmary Lecture theatre

Video Conference Chair:J. Nisbet

What Makes a Good Citizen?

David Gray, Grange Academy, Catriona Ross, Auchinleck Academy, Jean Nisbet, East Ayrshire Education Department.

SS andS6 students of Higher Philosophy and one of their teachers will describe the Higher Philosophy course they have taken part in and its benefits. Other students and a second teacher will introduce philosophical principals to younger pupils.

CONCURRENT SESSION XII XII.l THEORY OF MORAL DEVELOPMENT

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Paper Presentations Chair: P. Standish

Particular Culture and the Quest for a Common Human Ethic Arve Brunvoll, Norwegian Teacher Academy, Bergen Present challenges give the question about the possibility of establishing a kind of universal ethic new actuality. What model can be used in our quest for such an ethic? Could it be established on the basis of an independence of particular cultures, e.g. on a supracultural rationality, or shall we have to base such an ethic on the particular cultures themselves, aiming at a kind of consensus ethics as the contingent result of a dialogue between cultures.

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Habermas' Reconstruction ofperpetual Peace and Active Citizenship Rosa Maria F. Martini, Federal University of Rio Grande do Sui This paper emphasizes Habermas' reconstruction ofKant's discourse about perpetual peace.

Habermas gives a new face to Kant's transcendental argumentation. His writing includes a post-modem view of the problem of violence and education for peace in the light of the historical facts of XXth century. Habermas' reconstruction could be applied to moral education and active citizenship. This work is centred on Kant's and Habermas' philosophical texts. It will analyse practices of active citizenship, based on these texts the works of moral development researches about peace.

Educational implications related to social and political learning processes to promote active citizenship will be underlined.

Creating Moral Citizens: Answers from the Ancient Non-Western world S.D. Evans, University of Arizona South Answers to the perennial question of how to create moral citizens are naturally interdependent with era and culture. It is proposed that answers to this dilemma from other times or cultures could be none the less inform our exploration. This paper addresses both time and culture by examining how two historical non-Western cultures used their educational systems to create moral citizens: Ancient India, and tribal Native America. Societal definitions of 'moral' and 'citizen'; social expectations of and standards for, the educational system; and parental and community involvement are summarized for both cultures. Key differences from our modem system are highlighted.

XII.2 MEDIA Paper presentations

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Chair: R. Davis Rating the Moral Content of Television Programs Darcia Narvaez, Leilani Endicott and Tonia Bock, University of Minnesota An instrument has been developed to rate both the negative and positive content of media programs. The instrument uses Rest's Four-Component Model (Rest, 1986; Narvaez & Rest; 1995) as its framework where raters evaluate the moral sensitivity, moral judgment, moral motivation, and moral action within a story. Groups of secondary and graduate students used the instrument to rate the content of popular media programs, discuss the program and its content, and complete post-discussion questionnaires. Results show that the instrument can used as a tool for teaching media literacy and could be used for exploring developmental differences in how children and adults rate the moral content of media programs .

Migrancy, Media and the Making of Almagined@ Moral Communities Anjali Ram, Worcester State College and Sunil Bhatia, Connecticut College In this paper we investigate how 'ethnic' media or media from the home cultures of immigrants play a crucial role in mediating identity and constructing moral meanings for the community. Specifically, this study was organized along the following questions: I) How are culturally specific moral meanings about being Alndian@ are constructed in Indian popular cinema for the Indian diasporic community living in the United States; 2) What are the

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different ways in which Indian immigrants negotiate and mediate their sense of'who they are' through the moral themes that are highlighted in the narratives of the Indian popular cinema?; 3) What role does Indian cinema play in constructing a shared sense of history and an 'imagined' moral community for the Indian diaspora?

Media, democracy and moral development H. Opdebeeck, Antwerp University It becomes obvious that, in a world in which economic power and media are so prevalent, guaranteeing moral development and especially democratic justice, has become an extremely and utmost delicate matter. The main b~er in going for a more just and social economy, in which the media do not threaten to undermine public life, is apparently the tension between merits, needs and progress. The awareness ofthe bounds of progress in public life, which has become widely accepted in recent years and which, in the 21st century, will all the more remain of topical interest on moral level, apparently puts question marks to the exclusive principle of merits. Even the most optimal forms of mixed market economy in a democratic political system, cannot apparently cope with the negative effects of power, such as unemployment, the ever-widening gap between the First and the Third World and the moral corruption and disintegration. All this has to do with erroneously considering moral development and justice a secluded sphere in itself "Ethics is one thing, economy and media are another", so it goes . The times in which we live, invite us and compel us to search for an ethical and democratic extension ofthe public life and more specific in economy and media, beyond this dilemmic view. To the utilitarian 'ever more' one opts for a moral education of shared democratic responsibility.

Xll.3 MORAL EMOTIONS AND FEELINGS Paper Presentations

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Chair: H.Bai

Contemplation on Two Opposing Forces of Contemporary Chinese Youths Moral Behaviour ¡ Chuanyi Zhu and Peilan Guan, Wuhnan University of Science and Technology There appear to be two opposing forces in the moral behaviour of Chinese youth. Selflessness coexists with profit over righteousness in occupational morality. That of cheating and scheming in market morality accompanies the tendency of being honest, trustworthy and lawabiding. Human social interaction occurs simultaneously with commercial interaction in human ethics. In this new situation, new ways of thinking must be explored and youth's modem moral behavior must be correctly guided and fostered to accelerate the development of the cross-century social modernization, which is a grand cause.

Bystander or Hero: The Causes and Consequences of Taking Action Carmen Rosalie Cordova, The Ohio State University Like Kohlberg, Cordova believes that if we are going to have a just society, if we are indeed educating for good citizenship, then moral education must be an explicit part of the curriculum. If we give credence to Martin Luther King, Jr's statement, "The greatest sin of our time is not the few who have destroyed but the vast majority who've sat idly by," part of

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that education must include consideration of the moral responsibility of the bystander.

Children in her a fourth grade classroom read three novels, The 100 Dresses, Shiloh, and Number the Stars. The students consider the motives and consequences of characters taking action in order to stop an injustice.

A Metacognitive-Affective Approach to Values Education Philip Johnson, University of Melbourne An experienced teacher implemented my idea that metacognition could be applied to affect to facilitate values development. She did that in a social Education unit of study in the upper primary school. The teacher had a good understanding ofmetacognition, but little experience in teaching about affect or values. Her creative teaching provided a range of teaching strategies for helping children explore the way in which affect influences their values. Her reflection on the experience has provided important insights into the processes good teachers engage in when developing their own teaching.

Xll.4 PROFESSIONAL AND UNIVERSITY Symposium

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Chair: C. Milnitsky

From Preschool to College: Three Approaches For Promoting Interpersonal Development and Ethical Responsibility in Brazillian Education Clary Milnitsky, UFRGS, Brazil, Ulisses F. Araujo, UNICAMP, Brazil, Sergio Rego, National School of Public Health This symposium presents the work we have been doing on developing, and implementing moral education interventions in different levels and settings ofBrazilian education. In Sao Paulo with pre-school children (ProfDr. Ulisses Araujo), in Porto Alegre (Prof Clary Milnitsky) the work with high-school teaching staff, and Moral Education in Medical School in Rio de Janeiro (Prof Sergio Rego). The interventions are designed to address one ofthe most important challenges that we are facing as we approach the end of the 20th century: the resignification of school, not only on formal knowledge, but as the principal context for developing sociomoral values and citizenship.

XII.5 MORAL REASONING AND UNDERSTANDING Paper Presentations

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Chair: D. Misgeld

Moral Reasoning of Malaysian Students: Dilemmas and Personal Experiences Lee Boon Chang, University of Malaya The study examined the moral reasoning oftwenty 16 year-old male and female students from five urban secondary schools in Malaysia. The aim was to identifY the choices of actions, values and orientations in the moral reasoning of these students and possible differences in reasoning between hypothetical dilemmas and personal experiences. The students were individually interviewed on three hypothetical dilemmas reflecting situations familiar to

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Malaysian students and their personal experiences related to those on the dilemmas. Results indicated that moral reasoning was contextualised within and across dilemmas and a close link between reasoning on the dilemmas and personal experiences of the Malaysian students.

Comprehension of Economic Rules: a Mexican Children and Adolescents Case Elida Guerra, Autonomous University of Queretaro, Jorge Hernandez, Head Laboratory of Neurontogeoy The main purpose of our work has been to trail, to describe and try to explain the evolution of Mexican children's and adolescents' comprehension (12-18 ages), concerning with the some economic rules involved both in produption of goods and economic interchanges. The results of this study showed that comprehension of this phenomenon has to do with the subject's valorising towards the knowledge of the world of work, because they construct a social and economic value category according with the individual compliment, or not, of some rules.

Also, our data confirm that the understanding of economic rules is a psychological constructive development

Values Education for Teacher Effectiveness Severioa M. Villegas, Uoiversity of Asia and the Pacific Teaching effectiveness, in its fullest sense, is a function not only of professional competence, consisting of firm grasp of subject matter and pedagogical skills, but more importantly, in teacher values and attitudes. Teaching (etymologically, to show) or instruction (etymologically, to build upon) takes place in the classroom or its equivalent; education takes place in the hearts and minds of the students, wherever they may be. Teaching can take place with just knowledge and skills but not education. This latter requires a deep sense of the mission of education and a profound understanding ofthe human person, family, community, society, and social institutions and their interplay.

The Master of Arts in Values Education (MAVE) aims to provide the wherewithal for an integral development of the teacher, the educator. Intended for educators who have exercised palpable influence on the academic or local community, the 14-month program seeks to form the student to be catalysts of personal and social development in their respective milieus. The program's success hinges on four basic elements: a) a highly personalized education and strong family ambiance, b) a humanistic curriculum founded on universal values that transcend culture and religion, c) a research thrust among the students, immediately implementable after graduation, that fosters a strong local colour, and d) a continuing followup of alumni in their personal and professional concerns. The program has produced more than 500 graduates from 73 of77 provinces in the Philippines. All alumni have had a strong multiplier effect in their respective communities.

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CONCURRENT SESSION XIII G678

XIII.l THEORY OF MORAL DEVELOPMENT Symposium Chair: L. Larson

How Can We Make Moral Education Moral?

Lawrence Larson, Frank Seeburger, Barbara L. McCombs, University of Denver This interactive session will create a dialogue among participants and audience members on the question of "How Can We Make Moral Education Moral?" Brief presentations will be made by authors to frame the main issues and controversies for the dialogue from the perspectives of philosophy, spirituality, and psychology. Following audience questions, a structured discussion will allow audience members to raise other issues that must be addressed in order to approach moral education in moral and ethical ways -ways that respect and honour individuals as well as their multiple cultural, religious, racial, and political perspectives.

XIII.2 MORAL EDUCATION IN SCHOOLS AND FAMILIES Paper Presentations

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Chair: E. Francis Perceptions of Caring Expressed by School Principals and Parents Carole Anne Weeks, Greenwood Elementary School Presentation will report the interview responses of elementary school principals and parents to questions regarding caring about children at three elementary schools in the southern region of California. Children at these schools are members of ethnically diverse groups typical of California, and the schools reside in communities where families with limited financial resources live. The study rested on the theoretical foundations proposed by Mayeroff, Noddings and Hansen. Cross cultural considerations will also be highlighted. Suggested applications will be reported as an outcome ofthe study.

The Moral Climate of high-schools in Korea Sookoung Jun, Korea National Open University The study is to investigate the difference of the high-schools' moral climate perceived by the students in terms of respective schools, gender, and school type and to examine the relationships among the moral climate, the sense of school membership, the moral judgement, and the classroom social climate

White Mothers of Non-white Children: The Makers of Moral Citizens?

Tracy L. Robinson, North Carolina State University The author proposes to share research results from qualitative interviews conducted in the U.S. and New Zealand with white mothers of non-white children. Excerpts from personal narratives written by bi-racial persons will also be shared. In keeping with the conference

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theme, The Making of Moral Citizens, this presentation will respond to the following questions: 1. Is socializing children about race a moral development issue?

2. Do white mothers have a moral responsibility to racially socilaize their non-white children about race, bi-racial and multi-racial identity, racism and other related themes that impact children's identity development.?

3. Does a mother's silence about race affect her child's moral development?

4. Do communities of colour have a moral responsibility to assist white mothers to racially and culturally socialize their non-white children?

XIII.3 PROFESSIONAL, UNIVERSITY AND MEDICAL Ennes Symposium

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Chair: J George

Lack of Moral Development in Residency Training John H. George, Penn State University College of Medicine, Rev. Joy Skeel, Medical College of Ohio Recent studies have shown that medical students' scores on moral reasoning tests did not increase during four years of medical school suggesting that the educational experience inhibited their moral reasoning development. This study examined 215 residents from surgery, family practice, and internal medicine over a five-year period to determine ifthere were significant changes in moral reasoning scores over time or between programs as measured by the Defining Issues Test (D.I.T.). No significant differences were found according to year of program or between groups. This study demonstrates that the plateau effect continues through residency and should be addressed by curriculum changes.

Use of the Defining Issues Test in Leadership Education Frank Earnest, Mayo Clinic, Muriel J. Bebeau, University of Minnesota The Defining Issues Test was administered to 42 physicians, attorneys and administrators in four different sessions as 1) a self-assessment tool and 2) to facilitate discussion of moral reasoning as assessed by the DIT 2, and the role of moral reasoning in moral action in professional decision making. The DIT 2 scores, Type analysis, discussion format, questions and comments from these sessions are described. We will present an assessment of this experience and suggest way in which the DIT 2 may contribute useful insights and initiate discussion of values and moral reasoning in the context of professional leadership education.

97 Xlll.4 SCHOOLS AND TEACHERS Symposium

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Chair: W Veugelers

The Relationship of Teachers' Moral Reasoning to their Understanding of Teaching Ann Higgins-D'Alessandro, Fordham University This paper presents a conceptual scheme for categorizing teachers' understanding of the profession ofteaching into six levels ofsociomoral complexity. Data suggest that teachers' stage of moral reasoning influences what social and moralissues they define as relevant to the profession and practices of teaching.Longitudinal and cross-cultural cases will be used to illustrate aspects ofthis relationship.

Teachers between Value Transfer and Value Relativity. Towards a Moral and Democratic Programme.

Wiel V eugelers, University of Amsterdam In modern society students need to learn moral reasoning in which they direct themselves their own moral development. But also students need to participate actively in society, therefore they need to develop attitudes of care and social justice. The combination of the specific articulation ofthese skills and values constitutes the kind of citizenship teachers want to develop. What are the possibilities for a more critical democratic citizenship in secondary education? What does research among teachers, students and parents say about it and what analysis of educational policy, in the case of the Netherlands, shows us about possibilities, actual practices, dilemmas and impediments.

The Moral Role of Teachers according to Themselves Cees Klaassen, University of Nijmegen In various research projects we have probed teachers' understanding ofthemselves as moral agents. We will report the results of questionnaire and interview studies of primary and secondary schoolteachers and the results of research done with parents as well. The teachers interviewed were selected from the questionnaire respondents. In several studies we have tried to reveal teachers' opinions about teaching as a moral enterprise. Do they see themselves as a moral role model? Are they willing to set a good example? Which motives do they have to pay attention to moral norms and values? What do they think about the direct teaching of values in the classroom? Are they aware of the norms and values that are embedded in the curriculum? We have also tried to understand the perceptions oftheir actual teaching experiences. Their decisions and behaviors as moral educators. Teachers see the fulfillment of their moral task as a prerequisite for handling the cognitive tasks. Two important motives for paying attention to moral norms and values are mentioned: (1) a 'moral pedagogy motive' directed at fostering the personal identity ofthe students, and (2) a 'sociopolitical motive' which is related to the discussion of the perceived moral decline of the nation.

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Paper Presentations Chair: S. Miedema Churches and the Making of Multicultural Moral Citizens James W. Ward, Catholic University ofNijmegen Participatory democracy in the west is feeling the pressure ofthe processes ofglobalisations and multiculturalism and the resistance to the forces of modernizations by ethnic and religious groups. Though the decline of involvement in civic associations poses its own dangers to participatory democracies, involvement in associations, including churches, poses another set of dangers, including increased social conflicts. In this paper, I will explore the possibilities for the role of churches in solving what Gerd Baumann has referred to as 'the multicultural riddle' (1999) ¡

Youth, Family, and the Domestic Church Elaine Rizzo and James McGhee, Saint Anselm College The moral education of youth has traditionally been the responsibility of the family and religion. A variety of social indicators suggest that a growing segment of young people are increasingly turning to peers and the general culture for moral direction rather than adults and traditional institutional structures. Drawing from the combined perspectives of sociology and theology, this paper examines the challenges facing families and youth in constructing meaningful lives in the post-modem era and the role that religion can provide in supporting families and advocating public policies which promote the dignity ofhuman life.

The Role ofSpiritual Practices in Moral and Emotional Development Joan Walton, Bordesley Institute Many people have a sense that they are connected to a source of wisdom that lies beyond themselves, and provides them with a deep sense of connection to the wider universe. This exists prior to any form of religious expression, and may include, but does not depend upon membership of a religious community. I will explore the notion that our capacity to behave towards others with a full sense of moral responsibility for their well-being, and with appropriate 'emotional intelligence', is influenced by the extent to which we experience ourselves to be in a meaningful relationship with a world that extends beyond that which we perceive with our five senses.

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Tuesday 11th July 2000 Time

Location

Description

09:00

JME Symposium Citizenship and Questions of National Identity Gates et al

10:30

Tea/coffee

G 29 Lecture Theatre

Dining Room

11:00

Plenary meeting and meeting of the Association

12:30 14.30

Departures AME Board meeting

G29 Lecture Theatre