Association for Moral Education Cambridge MA 2005

Association for Moral Education

31st Annual Conference

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J Challenging What's "Right": How Children and Adolescents Come to Critique Culture from an Ethical Standpoint Cambridge, Massachusetts November 3-5, 2005

www.amenetwork.org

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Welcome to AME2005! This conference is unusual in many ways and we are glad that you are here!

The AME Board, and in particular Steve Thoma, then President of AME, were keen to have this year's conference at the Harvard Graduate School of Education. We agreed to help AME make this conference happen and, despite our working from three different locations and despite the expense of the Boston area, we did it! This is a stellar conference, thanks to all your contributions, and connects the 25 1h anniversary of Kohlberg's publication "The Relation between Moral Judgment and Moral Action" as well as his "High School Democracy and Educating for a Just Society" to a return to HGSE where Larry taught for over 20 years.

This conference happened in part because of the tremendous support we received. Thank you to Garrett Duncan, Elly Vozzola, Erin Cole, John Snarey, Bill Puka, and others who contributed much to our experience here. Their contributions are detailed on the Acknowledgements page.

We are delighted to partner with the Facing History and Ourselves conference.

AME and Kohlberg have strong connections to FHAO. I (Sharon) remember reading Kohlberg's piece "Beds for Bananas" in Carol Gilligan's "Psychology of Moral Development" class over 20 years ago, which tells the story of Larry's beginning work connecting the Holocaust to issues of social justice and action. As an adolescent, he worked on the S. S. Redemption, running the British blockade to take Jewish refugees to Palestine! We can surely continue to learn from his ideas and example.

Martha Minow, our Kohl berg Memorial Lecturer, also an organizer of the FHAO conference, will speak on what kind of obedience to the law young people in a democracy should have and how their decisions about obedience may reflect their beliefs about actual justice in the day-to-day world in which they live. Other speakers for AME further develop our theme, "Challenging What's 'Right': How children and adolescents come to develop their own ethical voice." Still others of you contribute within broader areas of moral philosophy, development, and education, and we welcome your work.

Mary Casey Harvard Ed School

Kaye Cook Gordon College

Special thanks to our co-sponsors: Harvard Graduate School of Education, Saint Michael's College, and Gordon College. We hope your conference experience is intellectually stimulating and triggers ideas within your areas of interest. We also hope you enjoy the hospitality and wonderful food of the Sheraton Commander at our lunch roundtables on Friday, our reception Friday evening, and our banquet on Saturday night.

Sincerely, Sharon Lamb St. Michael's College

SAINT MICHAEL'S COLLEGE 1904 ceMrU-?1/JU:d 2004

Office of the President

October 12, 2005

Dear 2005 AME Conference Attendees: On behalf of Saint Michael's College, I am writing to express our pleasure at being a co-sponsor of the 2005 Association for Moral Education (AME) conference. For over l 00 years, Saint Michael's has focused on the moral education of college students, particularly in light of our Catholic, Edmundite heritage. Our institution is known for its focus on social justice and community service. This atmosphere naturally encourages the inclusion of ethics and morals in conversations that happen both inside and outside the classroom, and in that, we take great pride.

Our sponsorship of the AME conference reflects the importance of moral education on our campus, which is embodied in several programs. Our community service clearinghouse-Mobilization of Volunteer Efforts (MOVE)-sees over 70% participation by the student body, a marvelous testament to the culture of"other-centeredness" at the College. MOVE provides opportunities for students to get involved in the local community in Vermont as well as impoverished areas around the country and the world through extended service trips during school breaks. Past trips have taken Saint Michael's faculty, staff and students to work sites in El Salvador, Haiti, Tanzania and India. To complement these popular offerings, a new service leaming program is just taking shape on campus.

Saint Michael's founding order, the Society of Saint Edmund, has a strong history on social justice and civil rights issues. Our Edmundite Center for Faith and Culture and Center for Peace and Justice exemplify the bridges that must exist between intellectual and moral development, linking service, culture, faith and learning through programming and academic endeavors.

Ever mindful of the global economy and the need for outreach in moral education, the College has been a leader in teaching English to non-native speakers in programs offered through our School of International Studies. Our world-renowned master's program in Teaching English as a Second Language has produced thousands of alumni, who have returned to their home countries to teach English and spread our emphasis on moral education to the very comers of the world.

Indeed, moral education is woven into the very fabric of Saint Michael's College. Thus, our sponsorship of the 2005 AME conference could not be more appropriate or welcome. You have my very best wishes for a productive and enlightening gathering.

Sincerely,

~A.·~~ Marc A. vanderHeyden President

ENTURY 1904- 2004

One \Vinooski Park, Box l, Colchester, Vermont 05439 • 802.654.2000 • fax 802.654.2701 • W\'v·w.smcvt.edu

November 2005

Welcome to the 31st annual conference for the Association for Moral Education. As president of Gordon College, one of the three sponsoring organizations for this year's conference, I hope your time together is productive and helpful.

The theme for this year's conference, "Challenging What's Right," invites attendees to reflect on how children and adolescents develop or can be taught from an ethical perspective to make judgments about their own culture. The coordinators of this conference have put together a strong program that reflects a diversity of perspectives and priorities.

Gordon College is today the only nondenominational Christian liberal arts college in New England, and we are dedicated to teaching "from an ethical perspective." Our mission is: To graduate men and women distinguished by intellectual maturity and Christian character, committed to a lifestyle of servanthood and prepared for leadership roles in their homes, workplaces, churches and communities worldwide.

At Gordon we work to exercise freedom within a framework of faith. We have long considered issues of moral education to be central within our calling, and while we naturally do not agree with all perspectives, we are pleased to be part of the multiplicity of ideas presented at this conference.

May the exchange of ideas serve you and your organizations well.

R. 1 ason Carlberg Pr ident

Office of the President 255 Grapevine Road • Wenham, Massachusetts 01984-1899 tel: 978.867.4202 • fax: 978 867.4650 • email: carlbe,·g@hope.gordon.edu

HARVARD GRADUATE SCHOOL

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EDUCATION

OFFICE OF THE DEAN

October 19, 2005 31st Annual Meeting of the Association for Moral Education Cambridge, MA

Dear Participant: On behalfofthe Harvard Graduate School of Education, I extend a warm welcome to all the members and guests of the Association for Moral Education. I would also like to say "Welcome home" to the large number ofHGSE alumni among the AME ranks- we are glad to have you back on Appian Way. I would also like to thank some of my HGSE colleagues for their hard work and dedication in bringing this event to campus: our coordinating co-chair Mary Casey, and Professor Robert Selman who has done much to promote continued research in moral development and ethical issues at HGSE. In this year, the 25 1h anniversary of two critical works by Lawrence Kohlberg: The relation between mora/judgment and moral action, and High school democracy and educating for a just society, it seems fitting for HGSE to host these conferences. The legacy of Lawrence Kohl berg, who taught here for more than 20 years, lives on in all ofyou-his students, colleagues, and friends. Dr. Kohlberg committed his life to the pursuit of a vision of a moral society in which our children can grow and flourish safely, without threat of harm or abuse, and his life remains an inspiration to all. I was not among those fortunate enough to have met him, but it is clear to anyone who joins the HGSE community just what a powerful presence he was, and what an inspiring figure he continues to be.

Concurrent to AME 2005, HGSE will also be hosting the organization, Facing History and Ourselves, for their conference in collaboration with Harvard Law School. For more than 27 years, Facing History has engaged teachers and students of diverse backgrounds in an examination of racism, prejudice, and anti-Semitism in order to promote the development of a more humane and informed citizenry. Given this fortuitous coincidence, we have arranged for those who are registered for the AME conference to be able to attend the FHAO conference nearby, and the conference schedules have been designed to allow for this crossover.

HGSE is proud to co-sponsor the 31st Annual Meeting of the Association for Moral Education and I would like to thank our co-sponsoring institutions, Gordon College and St. Michael's College for their collaboration on this important event. In just a few short weeks, some 750 people will converge upon Cambrfdge to discuss issues of morality and ethics, citizenship and the law, equality and the work of justice. HGSE looks forward to hosting you for what promises to be three full days of wonderful presentations on a topic of timely import for both our nation and our world.

Sincerely,

Kathleen McCartney Acting Dean

LONGFELLOW HALL 101,13 APPIAN WAY, CAMBRIDGE, MA. 02138,617-495-3401, WWW.GSE.HARVARD.EDU

FACING

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HI$TORY AND OURSELVES

October 14, 2005

Dear Friends,

" Association for Moral Educators have Facing History and Ourselves and the been in a relationship of mutual respect, admiration, and sharing of scholarship that has deepened and informed our work. It is particularly fitting that we are all here at Harvard this week to continue this spirit of inquiry and collegiality that has flourished over the past decades.

Our roots with AME are deep. I was honored to receive in 1986 the Kuhmerker Career Award and to know that Lawrence Kohlberg was awarded it four years earlier. I think back to "The Moral Education Forum" in the summer of 1981. It was a "first" - one of many shared successful efforts. In that edition, Editor Lisa Kuhmerker noted, "This is the first time we have devoted a whole joumal to one topic -Holocaust studies and to one program - Facing History and Ourselves." That issue put Facing History on the map and brought us into wider conversation nationally with scholars and educators. In 1986 the Forum published articles on our first work or book, "Choosing To Participate". That work provided the foundation for the Harvard Law School/Facing History project called Choosing To Participate that supports this partnership and conference.

Today we gather at Harvard where I first joined a "leaming community" under Lawrence Kohlberg's direction and received my CAS degree in 1977. Those years were formative and my peers then and now continue to inspire me. Their work bringing theory and practice to teachers in the field is exemplary. And the Facing History and Ourselves course at Harvard Graduate School of Education serves as a model for other higher education affiliations and continues to attract the next generation.

It is a pleasure to be a co-sponsor of this Kohlberg Lecture delivered by Professor Martha Minow who chairs the Harvard Law School/Facing History project and who brings Facing History into so many creative partnerships such as the one we have with AME. I welcome you to this keynote address honoring a man of incredible wisdom, given by a legal scholar and educator possessing keen insight and presented to a thoughtful audience that includes Facing History staff and Board members and AME friends.

Headquarters • 16 Hurd Road, Brookline, f-/IA 02445-6919 • 617-232-1595 • Fax 617-232-0281 • www.focinghistory org

AME Executive List President John R. Snarey, Emory University, GA Secretary Nancy Nordmann, National-Louis University, IL Treasurer Garrett A. Duncan, Washington University in St. Louis,MO Representative of the Journal of Moral Education (JME) Donald Reed, Wittenberg University, OH Monica Taylor, University of London, England AME 2005 Conference Chairs Sharon Lamb, Chair, Saint Michael's College, VT Kaye Cook, Co-Chair, Gordon College, MA Mary Casey, Co-Chair, Harvard University, MA

2005-2008: Phyllis Curtis Tweed, Medgar Evans College, CUNY, NY Dan Lapsley, Ball State University, IN Dawn Schraeder, Cornell University, NY Stephen Sherblom, University of Missouri in St. Louis,MO 2004-2007: Roger Bergman, Creighton University, NE Garrett A. Duncan, Washington University in St. Louis,MO Chi-Ming (Angela) Lee, National Taiwan Normal University, Taiwan R.O.C. Tatyana Tsyrlina, Kursk State University, Russia 2003-2006: Sharon Lamb, Saint Michael's College, VT Maria Christina Moreno, University of Monterrey, Mexico Bill Puka, Rensselaer Polytechnic Institute, NY Gillian Wark, Simon Fraser University, Canada 2002-2005: Susana Frisancho, Escue) a Superior Antonio Ruiz de Montoya, Peru Rosalie Romano, Ohio University, OH Elizabeth Vozzola, Saint Joseph College, CT Tom Wilson, Chapman University, CA Appointed (2004-2005): Phyllis Curtis-Tweed, Medgar Evers College, NY Don Reed, Wittenberg University, OH

Program Committee Sharon Lamb (Chair) Entire AME Executive Board (Members) Membership Committee Nancy Nordmann (Chaired by the AME Secretary) Phyllis Curtis-Tweed Darcia Narvaez Publicity and Publications Committee Elizabeth Vozzola (Chaired by the AME Forum Editor) Phyllis Curtis-Tweed (Press Release Coordinator) Michal Fedeles (Web Manager) Helen Haste Nancy Nordmann (Past Newsletter Editor) Don Reed (Representative to the JME) Monica Taylor (Representative from the JME) Nominations and Elections Committee Lawrence Walker (Chair)

Nominating Committee for President-Elect Steve Thoma (Chair; Past President, 2001-2004) Monica Taylor (Past President, 1998-2001) Lawrence Walker (Past President, 1995-1998) Conference Site Selection Committee Clark Power (Chair) Conference Advisory Committee (last six conference chairs) Kim Schonert-Reichl and Gillian Wark (Chairs) James Conroy Andrew Garrod Darcia Narvaez Adam Niemczynski Tom Wilson

Gift-of-Time Dissertation Grants Committee Andrew Garrod (Chair) Robert Howard Daniel Vokey Outstanding Dissertation Award Committee Theresa Thorkildsen (Chair) Kuhmerker Career Award Committee Muriel J. (Mickey) Bebeau (Chair) All prior recipients (Members)

The AME 2005 co-chairs wish to thank

President John Snarey, for his support, Garrett Duncan, who served as the Chair of the Program Committee and the "Gift of Time" financial assistance and travel awards to students, Bill Puka, for his cover art and many other contributions, Erin Cole, for the phenomenal work she did in a number of areas for this conference, Denise Brault, Bill Anderson, Sue Breeyear, and Marilyn Cormier at Saint Michael's, Erin Olson, Paige Orton, Brian Denietolis, Diego Mendes, Brenda Sanya, and Aleksa )3olyanatz at Gordon College, Roger Bergman, Michael Murphy-McCarthy, Michal Fedeles, Nancy Nordmann, Brenda Phillips, Steve Thoma, and Elly Vozzola from AME, President vanderHeyden at Saint Michael's College, President Carlberg and Provost Sargent at Gordon College, and Harvard Graduate School of Education Facing History and Ourselves

The Taylor & Frances Group

The First Church of Cambridge The following people who served as reviewers, with special thanks to those who assisted the chair of the program committee: Mike Crowson, Luba Falk Feigenberg, Kevin J. Graziano, Robert Howard, Ryonnel Jackson, Kay Johnston, Maria Judith Lins, Alice LoCicero, Rusty May, Tina B. Mims, Chinyere Esther Oteh, Julio Rique, Lisa Satanovsky, Kimberly Schonert-Reichl, Dawn Schrader, Tom Wilson, Gail Wolfe The staff at Gutman Conference Center Vanessa Thompson, Judy Brillhart, and the staff at the Sheraton Commander.

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Journals of Related Interest froIn Routledge British Journal of Religious Education Edited by Robert Jackson, University ofWarwick, UK Volume 28, 2006, 3 issues per year Print ISSN0141-6200; Online ISSN 1740-7931

Journal of Human Rights Edited by Thomas Cushman, Wellesley College, USA Volume 5, 2006, 4 issues per year PrintiSSN 1475-4835; Online ISSN 1475-4843

Christian Higher Education Edited by D. Barry Lumsden, University of North Texas, USA Volume 5, 2006, 4 issues per _v ear Print ISSN 1536-3759; Online ISSN 1539-4107

Journal of Moral Education Edited by Monica J Taylor, UK Volume 35, 2006, 4 issues per year Print ISSN 0305-7240; Online ISSN 1465-3877

Environmental Education Research Edited by Alan Reid, University of Bath, UK Volume 12, 2006, 5 issues per year Print ISSN 1350-4622; OnlineiSSN 1469-5871

Journal of Peace Education Edited by John Synott, Queensland University of Technology, Australia Volume 3, 2006, 2 issues per year PrintiSSN 1740-0201; OnlineiSSN 1740-021X

Ethics and Education New for 2006 Edited by Richard Smith, University of Durham, UK Volume 1. 2006, 2 issues per year Print ISSN 1744-9642; Online ISSN 1744-9650 Gender and Education Edited by BeckY Francis, London Metropolitan University. UK, & Christine Skelton, Roehampton University, UK Volume 18, 2006, 6 issues per year Print ISSN 0954-0253; Online ISSN 1360-0516

Journal of Beliefs & Values: Studies in Religion and Education Edited by WilliamS Campbell, University ofWales, Lampeter, UK Volume 27, 2006, 3 issues per year Print ISSN 1361-7671; Online ISSN 1469-9362

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Journal ofG1obal Ethics Edited by Christien van den Anker, Heather Widdows & Sirkku Hellsten, all at the University of Birmingham, UK Volume 2, 2006, 2 issues per year Print ISSN 1744-9626; Online ISSN 1744-9634

Christian Bioethics: Non-Ecumenical Studies in Medical Morality Edited by H. Tristram Engelhardt, Jr., Rice University, Texas, USA Volume 12, 2006, 3 issues per year Print ISSN 1380-3603; Online ISSN 1744-4195

International Journal of Children's Spirituality Edited by Clive Erricker, County Inspector for Religious Education, Hampshire, UK, Jane Erricker, University of Winchester, UK, & Cathy Ota, University of Brighton, UK Volume II , 2006, 3 issues per year Print ISSN l364-436X: Online ISSN 1469-8455

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G}oba1 Ethics

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Race Ethnicity and Education Edited by David Gillborn, University of London, UK Volume 9, 2006, 4 issues per year Print ISSN 1361-33?.4; Online ISSN 1470- L09X Religious Education Edited by Jack Seymour, Garrett-Evangelical Theological Seminary, USA Volume 101, 2006, 4 issues per year Print ISSN 0034-4087; Online ISSN 1547-3?.0 I Sex Education: sexuality, society and learning Edited by Michael Reiss, Institute of Education, University of London, UK Volume 6, 2006, 4 issues per year Print ISSN 1468-1811: Online ISSN 1472-0825 The International journal of Human Rights Edited by Frank Barnaby, UK Volume 10, 2006, 4 issues per yew Print ISSN 1364-?.987: Online ISSN 1744-053X

Information about the Conference This year's AME conference is centered at the Sheraton Commander, 16 Garden Street, Cambridge. Please register there. Many of the presentations will take place at Harvard's Gutman Library or Larsen Hall (the Ed School), located across from each other on Appian Way, about a 10-minute walk from the Sheraton. The Kohlberg Memorial Lecture, given by Dr. Martha Minow, will take place at First. Church Cambridge, located beside the Sheraton Commander. All facilities are wheelchair accessible.

Consult your program or the day's calendar located at the registration desk in the Sheraton or centrally at Harvard for the locations of specific events. A map of the Sheraton is reproduced below.

The conference is scent free and smoke free. Please refrain from smoking and wearing fragrances in conference areas at all times.

We hope you enjoy your participation in this conference. We're glad you're here. Should you need assistance, please come to the registration desk or call Kaye Cook 978-821-8456.

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AME 2005 Conference Program THURSDAY, NOVEMBER 3, 2005

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9:00-12:00 Workshop

Cape Cod

Learning about Life: An Experiential Curriculum to Teach Children about Persons with Disabilitie; and Mental Illness Rachel Scott, State Public Policy Group, Inc. Do you remember as a child feeling awkward or afraid to talk to a person with a disability?

Many of us grew up being told not to ask questions about disabilities and had little interaction with people who were "not like us." The Learning about Life curriculum was developed to teach children, through a variety of learning methods, about persons. with disabilities. Emphasizing community-building, fairness, and caring, children gain an understanding of different types of disabilities and mental illness as well as how disabilities affect people differently. Using interactive learning technologies, books, videos, and lessons, children learn ways people with disabilities are like them and ways they can demonstrate caring and citizenship alongside those with disabilities. Results of pilot testing show that teachers, parents, and children themselves report a significant difference in children's attitudes toward persons with disabilities after they interact with the curriculum. This interactive seminar will use accelerated learning methods to teach participants how to integrate character education into practical behavior modification.

Participants will learn together from lessons in the curriculum, supporting a model based on an intersection of intellectual, social, and kinesthetic learning. By the end of the session, participants will gain insight into ways they can build inclusive communities in their classrooms and schools with clarity and compassion.

Rachel Scott is a Program Manager for State Public Policy Group, Inc., a Des Moines, Iowabased policy research, evaluation, and consulting firm. She leads and supports activities around disability, education, workforce, mental health, state and local issues, homeland security and emergency management, and public health. Her current responsibilities include curriculum development, materials development, meeting facilitation, strategy development, community outreach, planning, and organizational management. Scott has four years of experience teaching at the college level. She has a Master's in Public Administration from Drake University and Master's in English from Truman State University.

9~2:00

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Workshop Program Evaluation: What Works?, TERC Katherine Paget, TERC Karen Mutch-Janes, TERC Elizabeth Rowe, TERC

MinuteMan

Evaluating the effectiveness of educational programs is a critical need for those in a variety of fields, yet getting the information required to make thoughtful programmatic decisions, gain insight into unexpected outcomes, and highlight successes can be difficult. This workshop provides an opportunity to learn more about evaluation in general as well as to think specifically about the evaluation needs of your program or organization. A group of project and program evaluators from TERC, a nonprofit educational research and development organization in Cambridge specializing in math, science and technology work, will share some approaches to evaluation design, data collection, and data analysis as well as critical collaboration strategies. In addition to the presentation of ideas and examples, activities will be offered that will allow you to ask questions, explore evaluation approaches, and think about their application to your program work.

Katherine Paget, Karen Mutch-Jones and Elizabeth Rowe all work at TERC, an educational research and development organization in Cambridge Massachusetts. Devoted to the development and study of science, math and technology leadership, teaching, learning, and curriculum, these 3 researcher/ evaluators have been part of numerous NSF, DOE and NASA funded projects for the past 15 years including: NGS KidsNetwork, GLOBE, Physics that Works, the Lesley-TERC online master's degree in Science Education, Foundational Tools for Data Literacy, Using Data, BU's Preparing Tomorrow's Teachers to Use Technology program, Massachusetts Technology Leadership Consortium, PIMMS Early Childhood Mathematics and Science Leadership Institute, Hartford Elementary Science Teacher Professional Development Project, and Maine Governor's Academy Science Education Leadership.

9:00-12:00

Workshop

Mt. Vernon

How To Use Conflict Constructively To Promote Human Dignity Donna Hicks, Weatherhead Center for International Affairs, Harvard University This workshop will draw on lessons learned from international conflicts that can be applied to all levels of human relationships, interpersonal, within communities, workplaces, and in families. It will include guidelines for how to relate to others in ways that preserve and promote human dignity. It will also offer communication strategies and mechanisms that enable relationships to withstand the conflicts that inevitably arise in all human interactions.

Dr. Donna Hicks is an Associate at the Weatherhead Center for International Affairs, Harvard University. Her work is devoted to advancing the understanding of international and interethnic conflicts, and developing interactive processes that can be effective in managing or resolving such conflicts. Dr. Hicks has been involved in numerous unofficial diplomatic conflict resolution efforts including projects in the Middle East, Sri Lanka, Colombia and Cuba. In addition to teaching conflict resolution at Harvard and Clark Universities, Dr. Hicks conducts trainings and educational seminars in conflict resolution in the US and abroad. She is currently writing a book entitled, "The Dignity Model: Building Human Relationships."

10:30- 10:45 Break

George Washington Ballroom

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Thursday, 1:00-4:00/1:00-6:00 1:00-4:00

Workshop

Cape Cod

On the Theory and Practice of Moral Education Author: Bernice Lerner, Boston University Guided by the works of great philosophers and storytellers, gain a deeper understanding of educators 1 most important mission<to help students develop powers of ethical thinking, and habits and dispositions that lead to wise anctresponsible choices. Discover why moral education necessarily involves making judgments about one 1s own culture. Discover, too, why it is more than a single course, a quick-fix program, or slogans posted on a bulletin board. Learn how you can mine sources of wisdom to engage students in lively discourse and active learning.

Author, speaker, and consultant, Dr. Bernice Lerner is director ofthe Center for the Advancement of Ethics and Character at Boston University's School of Education. In addition to teaching courses related to the Holocaust and character and ethics education, Dr. Lerner has given numerous presentations at conferences and Teachers Academies.

Among these are: The Meaning of Courage; Educating Heart and Mind: The Theory and Practice of Character Education; and On Teaching Biography. Dr. Lerner is the author of The Triumph of Wounded Souls: Seven Holocaust Survivors' Lives (University of Notre Dame Press, 2004), co-editor of Great Lives, Vital Lessons: A Character Education Curriculum Resource (Character Development Group, 2004), and has published several articles on character education. She has worked with teachers, schools, and state departments of education, and has been a guest on National Public Radio, World Talk Radio, and PBS's "Learning Curve" television program. She has also been interviewed for and cited in several newspapers around the countcy.

1:00- 4:00

Workshop

Minute Man

The Dilemma Discussion Method Author: Georg Lind, University of Konstanz, Germany The Konstanz Method of Dilemma Discussion (KMDD) has emerged from the seminal dilemma method by Moshe Blatt and Lawrence Kohlberg, and is also based on Habermas' communicative ethics, Oser's discourse method, and Lind's Dual-Aspect-Theory of moral behavior and development. In the past 20 years, I have added new elements to this method, changed several features, and sharpened its focus to make it even more effective. The KMDD has strong and lasting effects on the cognitive-moral development of students of various age groups. In intervention studies, very high effect sizes were found (gains of 14 C-points; r > 0. 70). This workshop will introduce the three main didactical principles of the KMDD, a blueprint for a dilemma discussion, and guidelines for writing your own dilemmas.

The workshop "The Konstanz Method of Dilemma Discussion" (KMDD) will be convened by Dr. Georg Lind, professor of psychology at the University of Konstanz, Germany. He has learned the dilemma discussion method while collaborating with Lawrence Kohlberg and Ann Higgins on their just community projects in New Y ark, and worked on it since then to make it J

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oetter teachable to teachers and more effective. He has written many articles and a teacher handbook on the KMDD ("Morality Can be Taught," in German and Spanish). Georg is a member of AME since 1983 and was serving on its board. His email address is: georg.lind@unikonstanz.de

1:00-4:00

Workshop

Mt. Vernon

Mean Girls, Bullies, and Fighters: Turning Adversaries into Allies Lyn Mikel Brown, Colby College Mary Madd~n, University of Maine This workshop translates research on girlfighting into practice by presenting research on girls' aggression and girlfighting, distinguishing myth from reality; examining the inability of current "model" bully prevention programs to address the needs of girls; and interactively presenting a Girls Coalition Group Curriculum for middle school girls. This session will benefit those who are interested in intergenerational work with adolescent girls, building girl allies, and social justice work within their local schools and communities.

Lyn Mikel Brown is Professor of Education and Women's, Gender, and Sexuality Studies at Colby College. She received her Ed. D. from Harvard University's Graduate School of Education, and is the author of four books on girls' social and psychological development: Meeting at the Crossroads: Women's Psychology and Girls' Development (with Carol Gilligan; 1992, Harvard University Press; a 1992 New York Times Notable Book ofthe Year); Raising Their Voices: The Politics of Girls' Anger ( 1998, Harvard University Press); Girlfighting: Betrayal and Rejection Among Girls (2003, New York University Press); and Packaging Girlhood: Rescuing Our Daughters from Marketers' Dreams (with Sharon Lamb, 2006, St. Martin's Press). She is cocreator of the Waterville, Maine-based nonprofit Hardy Girls Healthy Women (www.hardygirlshealthywomen.org). Mary Madden, Ph.D., is an Assistant Research Professor at the University of Maine in the College of Education and Human Development where she teaches courses on girls' development and education, research, and program evaluation. She works extensively with schools and state agencies to evaluate educational programs and conduct research. Her current research, focuses on girls' development, gender issues in education, and hazing at post-secondary institutions. She is co-author of From Adversaries to Allies: A Curriculum for Change.

1:00- 6:00

Workshop

Terrace

Hierarchical Complexity Scoring System (HCSS) Applied to the Issues of Understanding Terrorism and Successfully Dealing with it Authors: Michael Lamport Commons, Harvard Medical School Alice Locicero, Suffolk University Sara Ross, Union Institute and University Patrice Marie Miller, Harvard Medical School This workshop addresses moral and attachment developmental approaches to terrorism and its leaders. Does government building fail and terrorism result when moral and attachment stages

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of governance and economics are skipped? How does an adult moral and attachment developmental perspective of Osama bin Laden's leadership inform us about the development of a terrorist network? And finally, what is the case for stage developmental methodologies in democratization research? The Hierarchical Complexity Scoring Scheme is applied in all the above cases. It presents a framework for scoring reasoning stages in any domain as well as in any cultural setting. The scoring is based not upon the content or the subject material, but instead on the mathematical complexity of hierarchical organization of information. The subject's performance on a task of a given complexity represents the stage of developmental complexity. Those attending the workshop will learn about 1) the model, 2)the concept~ underlying the model, 3) the description of the stages and their relationship to Kegan and Kohlberg stages, 4) steps involved in universal stage transition, 5) and examples of scoring samples from interviewing illustrating adult development applied to preventing and dealing with terrorism using the Hierarchical Complexity Scoring Scheme (HCSS) as a scoring aid.

George Washington Ballroom

2:30-2:45 Break Thursday, 2:45-4:00 2:45-4:00

Paper Presentations

Larsen G-08

Educational Institutions Negotiating Democracy, Citizenship and Social Justice Author: Paul Carr, Youngstown State University

Democracy and education are considered to be mutually reinforcing, yet it is unclear how democracy is achieved in/through education. At a time when educational systems and governments place a high rhetorical priority on accountability for academic achievement, there seems to be less emphasis put on the human and citizenship development of students. The paper proposes a framework to develop and evaluate democratic education, and offers a critique of various educational approaches in light of the present policy context, which may assist decisionmakers and stakeholders in determining how to most effectively diagnose and structure a strategy for enhanced social justice. The principle consideration in understanding democratic education centres on how power is formulated and exercised.

Multicultural Mentoring: Pathway to Moral Sensitivity and Motivation Authors: Michelle Tichy-Reese, University of Minnesota Vema Monson, University of Minnesota

This action research project evaluates and assesses the outcomes of a new multicultural mentoring program based out of the University of Minnesota. This program uses a unique three level mentoring model with University students being the central point connecting High School students they mentor and Executive level leaders who mentor them. The outcomes of the study revealed a substantial increase in moral sensitivity and motivation among the University participants, as well as an increased willingness to view the majority culture with a critical eye.

The majority of student participants willingly challenged the status quo to seek out justice and compassiOn. 14

Tolerance as Negotiating Difference. Tolerance Theory Meets Empirical Tolerance Author: Geir Afdal, Ostfold University College, Norway

Research on tolerance has mainly been done either theoretically within philosophy or empirically within quantitative social science. Philosophical discussions on tolerance have had modest interest in empirical studies of tolerance, and empirically studies of tolerance have paid little attention to what tolerance may mean, in their pursuit .of causes and effects of tolerance.

This paper builds on a qualitative study of tolerance in multicultural educational contexts. In educational practice tolerance is understood and practiced as a way of negotiating difference.

This challenges traditional theory of tolerance, and the conception of tolerance as a "last resort".

2:45-4:00

Paper Presentations

Larsen 402

Relation between Ethical Development and Academic Promotion Authors: Jim Lies, Stanford University Leilani Endicott, Walden University Tonia Bock, University of St. Thomas Darcia Narvaez, University of Notre Dame

Academic achievement alone does not insure the successful development of our nation's children.

Effmis to attend to ethical, or character, development in students appear to enhance classroom management, retention, and even achievement and promotion. Unfortunately, scant empirical evidence exists to support the possible connection. The intention of this study is to investigate character development as a potential partner to academic content. We examine two groups, one that was promoted from middle to high school and one that was not, on a series of six ethical measures. Significant differences were found between the two groups on each, lending credence to the possibility that ethical skill building may be a means of enhancing academic motivation and achievement, and ultimately promotion.

Examining Relations among Academic Goals, Grades, Machiavellianism Authors: Lynda Ruth Hutchinson, University of British Columbia Celina Vergel De Dios, University Of British Columbia Molly Elizabeth Lawlor, University Of British Columbia Nicholas F. Skinner, King's Univ'ersity College

Studies show that students' academic goals are associated with adaptive and maladaptive patterns of behavior, personality characteristics, and academic achievement. Utilizing data gathered from 123 university students from a central Canadian city, we examined relationships among university students' mastery and performance goals, Machiavellianism, and self-consciousness.

Results indicated that significant relationships existed among students' pursuit of performance goals, Machiavellianism, and social anxiety. Although students' who pursed more performance goals had higher grades, students' performance goal orientations were associated with tactics, morals, and views that characterize Machiavellianism. Indeed, promoting performance goals appear to have important implications for students' personality and social adjustment.

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What about Moral Culture, Achievement Motivation, and Students' Empathy?

Author: Stephen Chow, Harvard University What about them? This presentation intends to address this question with results from a recent research in three Hong Kong secondary schools. 553 students from Grades 8, 10, and 12 participated in the study. The measures used in the study were the School Moral Atmosphere Questionnaire, the School Culture Scale, the School Achievement Motivation Rating Scale and The Interpersonal Reactivity Index. Initial findings are showing interesting relationships between moral culture, academic motivation, empat~ and some covariates, which can in tum help educators and students to learn critically from their moral culture, and improve their culture and curriculum.

2:45-4:00

Demonstration

Gutman Library, Main Floor

Moral Education: Lessons from Eastern Religions and Philosophies Author: James Moore, Cleveland State University This interactive workshop will examine the role of moral education in Eastern traditions -Hinduism, Buddhism, and Confucianism -- and their relevance for civic and social studies education in contemporary American society. The presentation will examine important concepts such as a universal human nature, absolutism and relativism, the differences between values and virtues, and how can schools help produce moral human beings. Immigration trends show religious diversity is increasing throughout the country; it is important that citizens understand that American democracy is based on a particular moral code.

I Thursday, 4:15-5:45 4:15-5:45

Paper Presentations

Cape Cod

The Hidden Virtues of Harry Potter: Utilizing J.K. Rowling's Novels to Facilitate Moral Therapy with Juvenile Delinquents Authors: Alesha Seroczynski, Madison Center/University of Notre Dame.

Scott Johnson, Bethel College Kristen Lamb, Madison Center/University of Notre Dame Brian Gustman, University of Kentucky We designed an intervention using the Harry Potter novels to facilitate virtuous character development in a small group (N=29) of adolescent delinquents at a local juvenile justice center.

Self-report and teacher ratings of virtuous behavior were collected at pre- and post-test.

Significant differences between students who invested in the intervention and those who did not emerged at post-test for self-reported charity; fidelity, fortitude and prudence approached significance. Teachers rated both high and low investors as significantly more virtuous at posttest; high investors showed the most change. A process observer recorded all sessions, and thematic qualitative findings are also discussed.

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The Devil Made Them Read It: Biblical Families and Harry Potter Authors: Arnie Senland, Saint Joseph College Elizabeth Vozzola, Saint Joseph College This study explored the influence of faith development and scriptural literalism on Biblical parents' decisions to allow their children to read Harry Potter. Parents eompleted a quantitative measure assessing theme perception, faith development, and scriptural-literalism and a qualitative measure assessing perception of Dumbledore's principled reasoning. Children completed similar measures, without questions on faith. Preliminary results suggest that parents objecting to Harry Potter are significantly more likely to accept a literal interpretation of scripture and that Biblical children appear to filter their understanding of the books through lessons learned in their churches and families. Children's understanding of the series is discussed in terms of the influence of the Christian worldview on parents' decisions to avoid or engage culture.

And They Lived Happily Ever After Teaching Cultural Perspective Taking through Stories Author: Feyza Doyran, Middle East Technical University, Turkey oo o

This presentation aims at sharing some practical classroom application ideas on how "cultural perspective taking", understanding and empathizing with different cultures can be taught to children and adolescents. The ideas which will be presented are used in the teacher education, pre- and in-service teacher training programs of Turkish universities and schools. One activity which will be shared is about using and creating stories with kids to talk about moral values of different cultures and to develop the skill of "cultural perspective taking". Another activity that will also be shared is called "Perspective Taking Hands".

4:15-5:45

Symposium

Minute Man

School Climate and Democratic Education in the USA and Russia Chair: Donald Biggs, Siena College This session will describe consultations in the US and Russia involving urban, suburban, and rural schools. First, we describe the sch'ools involved and methodologies used in the investigations. Next, we describe the consultation processes in each context, including issues that arose during the process. We present data from each context on student perceptions of their schools. Comparisons of 6th-12th grade students in the schools will describe perceptions of fairness, teacher caring and bullying in diverse school types. Throughout the symposium, we raise questions and highlight tensions related to school reform. For example, before administering the survey, which included questions about the positive and negative characteristics of the school, principals in each context expressed concern that the study could stir trouble where there is none. What assurance can there be that "looking within" will do no harm? How can the sense of "threat" or "anxiety" over evaluation be reduced, when evaluations of public schools can become politicized?

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Perceptions of a Rural School in the Northeastern United States Authors: Robert Colesante, Siena College Donald Biggs, Siena College This paper explored perceptions of a school's social climate in a rural school in upstate New York. We compared the responses of 6th-12th grade students regarding their perceptions of bullying, teacher caring and fairness in their school. StUdents perceived more bullying in middle school than in high school. Perceptions of teacher caring and fair treatment declined during the middle school years and then leveled off during high school. Perceptions of teacher caring and fair treatment were negatively related to perceptions of bullying after controlling for grade level, gender, grades in school and student involvement.

Democratic Education and School Climate in Three Russian Schools Author: Tatyana Tsyrlina, Kursk State University, Russia This paper explores the social and democratic climate of three schools in Russia. The paper will examine responses of 6th-12th grade students regarding their perceptions of peer support, teacher caring and fairness in these schools. Differences in student perceptions of authorial schools in comparison to traditional Russian school will be highlighted and discussed. Finally, comparisons are made between responses to questions in the US and Russia regarding including cross sectional trends in student perceptions of bullying, teacher caring and fairness.

School Consultation Involving School Climate in the Mid-western US Authors: Julio Rique, Northern Illinois University Hayal Kackar, Northern Illinois University This work is part of activities funded by Project REAL, a federally funded partnership program between Northern Illinois University and schools in Northern Illinois region. Specifically, this paper reports a study in relation to the development of the middle school concept, social climate, and professional development for teachers, counselors, and staff in a middle school in Rockford, IL. We will report and discuss the perception of 6th, 7th, and 8th grade students and teachers about the social environment of their middle school. Results and implications will be discussed in relation to Moral and Citizenship Education, the perceptions of fairness, care, and academic learning. Findings are part of the internal program of assessment for school renewal.

4:15-5:45

Symposium

Mt. Vernon

Moral Matters: Making the Moral Visible in American Higher Education Chair: Mary Casey The participants in this symposium consider the relationship between the moral and the academic in educational efforts in US higher education. We make use of an analytic framework (Stengel and Tom, in press) that distinguishes five possible moral/academic relations: separate, sequential, dominant, transformational, or integrated. Each participant will highlight personal involvement in specific curricular projects for arts and sciences majors, in general education and

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in teacher education -- offering careful, sympathetic descriptions of a wide range of ways of thinking about, and responding to, the moral contours of universities as systems of interaction, teaching as a moral endeavor, and professors as moral educators.

History and Community Tracey Weis, Millersville University I will compare and contrast three curricular efforts in the study of history - the Underground Railroad Project, the Millersville University Women's Oral History Project, and a Citizenship Small Learning Community-- and highlight the ways in which the moral and the academic are transformative and/or integrated in each initiative. I analyze this work against the background of the AHA's recent discussions about the teaching of history as a discipline.

The Moral Dimensions of Teacher Education Tom Alan, UNC Chapel Hill In Teaching as a Moral Craft (1983), I recognized the inherently moral dimensions of the craft of teaching and outlined ways to make those dimensions explicit. Here I discuss courses and curricula for teacher education that bring the moral and the academic in productive juxtaposition with each other, identifying these efforts as separate, sequential, dominant, transformative and integrated.

General education/moral education Barbara Stengel, Millersville University I focus here on two general education efforts -- one a course and one a small learning community. The course is an upper-level interdisciplinary experience in women's studies; the small learning community is a first year collaboration integrating an interdisciplinary seminar entitled Facing Fear with the required English composition course.

Each experience is designed to highlight moral deliberation against the background of academic theory and content. I compare these efforts with other courses of the same kind to demonstrate what is gained and lost when an instructor chooses to make the moral visible.

4:15-5:45

Paper Presentations

Gutman 404

What Do Teachers Say About Learning to Be Moral Educators?

Author: Kay D. Johnston, Colgate University If students are to learn "to critique culture from an ethical standpoint," we must think about the teachers who teach them. What is done in teacher-education programs to teach teachers to be moral educators? Five teachers report what helped them learn this; they believe relationships with colleagues are crucial. The theme of relationships has been examined in moral theories; however, it has not been connected explicitly to how teachers learn to teach for social justice.¡ This paper will make that connection and discuss why it is necessary if we are to teach students ethical ways to critique culture

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Fidelity and Concerns in Implementing a Socio-Moral Educational Innovation Authors: Benjamin Dotger, North Carolina State University Alan J. Reiman, North Carolina State University This paper examines a study of implementation fidelity and facilitator concerns related to an innovation designed to promote both teacher moral reasoning growth and professional development of teaching pedagogy and mentoring. The program, a deliberate psychological and ¡ professional education intervention (DPPE), focuses on developing novice and mentor teacher learning and cognitive development (knowledge, skills, and dispositions). The program was recently disseminated from a large, urban university to a small, rural school system in the southeastern United States. The study investigates the degree of fidelity employed and the concerns expressed by school system facilitators as they implement the DPPE program.

Teaching Ethics and Moral Reasoning in School Leadership Graduate Programs Authors: John Pijanowski, SUNY Cortland Dawn Schrader, Cornell University Ethical leadership is critical to effective schools. However, ethics and moral reasoning is often not formally taught nor assessed in pre-service leadership programs. Our research examines graduate programs' approaches to curriculum, instruction, and assessment of learning in ethics and moral reasoning. We report results of a web-based survey of graduate schools of educational leadership in the United States and subsequent in-depth interviews. A discussion of results is followed by recommendations for developing future professionals with a strong concern for, sensitivity to, and knowledge of the complex moral issues that face schools, professionals, and communities. Best practices of teaching leadership ethics and reflections on improving moral education of professional are presented.

4:15-5:45

Paper Presentations

Larsen 615

The Social Mediation of a Moral Dilemma; Appropriating the Moral Thinking of Others Authors: Val Turner, University of Missouri, St. Louis Elisha Chambers, University ofMissouri, St. Louis This research was designed to observe the processes involved in the resolution of a moral dilemma within a group setting and to evaluate the usefulness of a Vygotsky-oriented theoretical base in analyzing the observations. The present study provides initial evidence supportive of arguments to utilize a Vygotsky theoretical model in conceptually redirecting the field of moral development. It was planned that such an observation and analysis would serve as the basis for additional research exploring the importance of the social aspects of moral processing, reasoning and development.

The Moral Development of Peer Tutors in an Undergraduate Comprehensive Learning Center Authors: Margaret Pobywajlo, University of New Hampshire at Manchester Sharon Oja, University of New Hampshire

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There is little research about college tutors who work in undergraduate comprehensive learning centers and the ways in which they change in their ethical thinking as a result of taking on the tutoring role and participating in a weekly seminar to complement their tutoring sessions. This study used quantitative and qualitative methods to investigate tutors? moral development(DIT2) in relation to the complexity of tutors? thinking about tutoring and their tutoring actions.

Through case studies of a subset of participants, this study assessed aspects of a tutor training course modeled on a cognitive-developmental teaching/learning framework designed to impact development.

Socio-moral development: the role of culture and cultural change Authors: Monika Keller, Max-Planck-Institute for Human Development, Germany Fuxi Fang, Chinese Academy of Sciences, China Michaela Gummerum, Max-Planck-Institute for Human Development, Germany The effects of social change on development of socio-moral reasoning are compared in China and (former East) Germany (GDR) by assessing two time-lagged samples. Children between 7 and 15 years were interviewed about close-friendship and decision-making in a mol'ally relevant friendship dilemma. Arguments were scored for developmental levels and content of reasoning.

Findings revealed greater changes in the Chinese studies. In the content analysis of reasoning about choices a change from previously altruistic to self-related reasoning occmTed. These results will be interpreted as effects of radical cultural change towards individualism in China.

4:15- 5:45

Paper Presentations

Larsen G-06

Developing the Prerequisites for a Critical Stance Author: Willem Wardekker, Vrije Universiteit, Netherlands In this paper, I challenge the rather common conviction that children can only be taught cultural and societal criticism after they reach a certain age. In primary education, .at least some of the foundations for critical thinking must be laid. These include an inquisitive attitude, an understanding of knowledge as a culturally developed tool for thinking instead of as a mirror of the world, empathy and emotional commitment. I use Michail Bachtin's theory on carnival as a background for developing these ideas, and will give an example from primary education.

Polarity Thinking: The Complexities of Moral Judgment Author: Don Hufford, Newman University A fundamental purpose of education should be to enable students to search creatively for answers to the question, "who am I?" The frequently paradoxical answers to this question significantly impact how and why the "becoming" individual makes moral judgments about the self and the other. This paper recognizes that a process defined by the author as "polarity thinking" may be encouraged in the classroom to help students make independent moral choices

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based on creative tension. Such choices will be based on a thoughtful understanding of both the self and on an interdependent sociaVcultural reality that helps to redefine "truth."

Promoting and Building Resilient Youth Author: Stephanie Brooke, University of Phoenix Online, Monroe. Community College Why do some people succumb to life's stresses and traumas when others do not? More pointedly, what factors, in which combination, and under what circumstances, promote this ability? Answers to these questions would provide valuable tools for both prevention and treatment of problematic reactions to stressftll and traumatic experiences. Moreover, these same answers would further our understanding of the interaction between thoughts and physiological reactions. Having 20 years of experience with youth and teens, most of which were intercity youth, this writer would like to discuss the development of resiliency in youth. In additional, the work of the Search Institute/Dr.Benson, can be presented as a tool for individuals working in youth agencies. This speaker will discuss how these tools were used in community agencies to build children's developmental assets. In addition to this speaker's personal experience, the most current research in the field of youth resilience will be presented. Having published a critical review of a recent publication on youth development, this speaker will discuss what has worked for agencies and future directions in the area of youth resilience. Psychological factors that promote resilience, such as courage, future mindedness, optimism, interpersonal skill, faith, work ethic, hope, honesty, perseverance, and the capacity for flow and insight, will be discussed as buffers against mental illness in youth.

5:30-9:00 JME Editorial Board

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Larsen Hall 212

FRIDAY, NOVEMBER 4, 2005

8:00-9:00

8:00-9:00

Paper Presentations

Cape Cod

Portraits of Purpose: A Qualitative Study of the Way Youth with Noble Purpose Differ from Other Youth Author: Kendall Bronk, Stanford University Presented by: William Damon, Stanford University Research consistently reveals that young people who believe their life has a meaningful purpose have more positive developmental outcomes than other youth:They are more likely to be resilient, socially engaged, politically active, and report higher levels of well-being. However little research explores how purpose helps young people thrive. This qualitative study looks at ten adolescents, whose lives revolve around a variety of purposes, including social and political causes, athletic endeavors, and artistic pursuits. Results highlight the ways in which these youth differ from other adolescents and how purpose serves as a moral compass in the purposeful youths' lives.

Moral Decisions in a Fusion of [Youth] Cultures Author: Sharlene Swartz, University of Cambridge As part of a largely ethnographic doctoral dissertation entitled "The Moral Ecology of South Africa's township youth", 38 youth from "black" townships near Cape Town, were given digital cameras and asked to capture those things, people, and places which influence them and to reflect on the notion of right and wrong from within their ethnic and youth cultures. The results provide unique insights into the moral motivation of youth and their processes of moral decision making. It conveys graphically and dramatically how youth come to critique the plethora of cultures which is contemporary South Africa.

A Cognitive Framework to Deepen Ethical Understanding in Adolescent Students Authors: Michael McCambridge, California Lutheran University Julia Sieger, California Lutheran University This paper will present a cognitive framework designed to affect the ethical understanding of adolescents. ' This framework is the result of five research studies that describe educational implications for teachers who are moral agents in their classrooms.

8:00-9:00

Paper Presentations

Minute M¡an

Two Rights: Human Rights Education and the Ethical Compass Author: David Silverberg, Ashland University

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David Silverberg's research on Human Rights Education holds great value for the future of ethical education. His study, based out of Pepperdine University, surveyed hundreds of educators world-wide who use Amnesty International's Urgent Action program to advance student morality and stimulate global human rights. Qualitative and quantitative methods are used to analyze educators' perceptions of the program's impact on Student Understanding and Student Behavior on ethical issues such as Empathy, Integrity, and Social Justice. Valuable results and recommended best practices are framed within the context of the history of Human Rights Education and the complexities of our current cultural landscape.

Death Consciousness in Germany, Chinaâ&#x20AC;˘and Japan by Association Test Author: Kohtaro Kamizono Association test by a stimulus word ?gdeath?h was carried out in Leipzig and Osnabrueck, Wuhan and Nagasaki. The results show the following points: 1) Reactions expressing feeling are equally common (between 20% and 23.5%), but in the Asian cities ?efear?f comes at the top of response words, as opposed to ?esorrow?f in Germany. 2) Many testees in Germany recall ceremonies, next in Nagasaki, and then few in Wuhan (p<.01). 3) Responses about causes of death are common in Nagasaki, next in Wuhan, but infrequent in Germany (p<.Ol). Cultural differences should be considered when treating the theme ?gdeath?h in moral education.

9/11 Discussions in Australian Preschool and Primary School Classrooms Author: Eric Marx, Australian Catholic University One hundred sixteen Australian preschool teachers and 83 primary school teachers were asked if they had discussed the 9/11 terrorist attacks in class in the following week. Sixty-six percent of the preschool teachers and 87 percent of the primary school teachers had discussed the issue.

Teacher death education training, level of comfort in discussing death, and Death Attitude Profile- Revised (Wong et al., 1994) subscale scores were predictive of discussion. Preschool children most often had general questions about life and death, and primary school students most frequently asked questions about safety and fear- e.g., could it happen here?

8:00-9:00

Paper Presentations

Mt. Vernon

Moral and Emotional Development on the Streets of Brazil Authors: Simone Paludo, Universidade Federal do Rio Grande do Sul, Brazil Silvia Koller, Universidade Federal do Rio Grande do Sul, Brazil The present qualitative study investigated 17 street children's moral emotions (aged 11-17). The results indicate that children and adolescents in street situations develop moral emotions. They can express their emotions, but the life on street offers different moral and affective experiences.

It is possible to perceive family, society and cultural influences in their answers. Most street young judge a wrongdoer to experience positive emotions, focusing their justifications on the successful outcome of his action. However, they attribute negative feelings, focusing on the moral value of the wrongdoer's action. Results show that expressions of moral emotions are built in cultural experiences.

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Temperament, Gender Differences, and Possible Links to Moral Orientation Authors: Gunnar Jorgensen, Norway Robert J. Cruise, La Sierra University Temperament is an important part of 'personality'. Partly genetically determined, it has a strong influence on behaviour and therefore also on morality as has been indicated by several researchers. This study reports a meta analysis of how the four factors of the Temperament Inventory are composed from groups of items, and also an analysis of gender differences across age groups from the teens into old age. Findings suggest a temperamental landscape of the mind where 'introversion' and 'extroversion' are"the most stable of the temperaments, and that the gender differences are found most distinctly among the two introverted temperaments.

Moral Development through Intercultural Exchange: American Students in Dialogue with South Africans Author: Jean Petrolle, Columbia College Chicago "Sharing Cultures," an on-line learning community developed between Columbia College Chicago and Nelson Mandela University in Port Elizabeth Chicago, offers a inodel for using intercultural exchange to facilitate moral.reflection among first-year students. Using simple Internet technology, the Sharing Cultures project enables American and South Mrican students to share reading and writing assignments designed to stimulate consideration ofboth cultural difference and shared values. The process of exchange has generated especially significant growth for American students, whose contact with their South African partners has spotlighted the capacity of teenagers to participate in politics, to work with others toward long-range community goals, and to connect education with the evolution of democratic freedom and civic responsibility.

8:00-9:00

Paper Presentations

Terrace

Comparing Classical and Domain Theory: A Critical Analysis Author: Matthew Wilks Keefer, University of Missouri - St Louis Moral education is influenced by the "domain theory" approach to understanding moral development. (Turiel, 1978; Nucci, 2001). Domain theory holds there is a distinct conventional, personal, and moral domain; each constituting a cognitive "structured-whole" providing its own normative source and sphere of influence. This theory is in clear opposition to classical or neoAristotelian approaches to normative ethics that make no such distinctions. This paper will provide a philosophical defense of the classical perspective explaining many apparent advantages of the domain view using a classical analysis. The method will apply the critical work of the philosopher Joseph Raz to domain theory.

Talk about Talk: The Moral Power of Reflective Communication Author: Ben Endres, SUNY New Paltz In this paper, I identify reflective communication as deliberate, open-ended discussion about the process of communication by those participating in it. I argue that it has an increasingly

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important role in the context of social diversity and institutional complexity, so that schools must more explicitly develop this practice among students. Educating for such communication can have a practical benefit in overcoming conflict and misunderstanding, but it can also serve a moral purpose by deepening students' awareness social norms and the perspectives of others. I examine two examples of educating for reflective communication from different subject areas and grade levels.

8:00-9:00

Paper Presentations

Gutman 302

Undergraduate Academic Honesty and Lawrence Kohlberg's Theory of the Just Community: An Analysis of a Deterrent for Cheating Author: Kendra Quincy Kemp, University of Pennsylvania - Graduate School of Education In this paper I discuss the literature on honor codes, cheating and plagiarism through the lens of Lawrence Kohl berg's theory of the just community - which I suggest offers a superior deterrent than honor codes. It is organized into five parts: (1.) Lawrence Kohlberg's theory of moral development; (2) definitions of cheating and how a just community would ease the task of defining cheating on a campus; (3) how honor codes operate and what their strengths are in a collegiate environment, as well as alternatives; (4) the use of cheating as a means to connecting to the faculty and how the just community can alleviate cheating; and (5) a dialogue on the current literature on undergraduate implementations of the just community.

Adventures in Creating a Culture of Integrity: Developing and Implementing an Honor Code Author: Kathleen Crowley, The College of Saint Rose Shifting a college culture from an almost exclusive focus on issues of academic dishonesty into one that discusses deeper issues of creating a culture of integrity among members of all campus constituencies has been a challenging, ongoing process. This paper will relate my experiences as co-chair of an Academic Integrity Taskforce that morphed into a group of faculty and students who have sought to re-emphasize a tradition of personal integrity. I will link these efforts to the literature on the efficacy of honor codes and to survey data from our community reflecting views on a range of moral issues.

Towards a Cross-cultural Understanding of Cheating: the perceptions of international College Students on Cheating Author: Chinaka S. DomNwachukwu, Azusa Pacific University This session focuses on morality in education viewed within the context of a cross-cultural understanding of cheating. The goal here is to investigate whether cultural and worldview differences influence the way college students understand and rationalize cheating.

In looking at the idea of cheating from different cultural perspectives and interpreting it within the limits of what American colleges commonly define cheating to be, we will be able to move towards a cross-cultural understanding of Cheating. The research around this study focuses on international student population in randomly selected Public colleges and private Christian

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colleges in Southern California. During this session participants will be led to discuss a crosscultural concept of cheating using insights from the survey and an official policy statement on cheating from an American university. It is hoped that this workshop will go a step forward in assisting university professors to explore ways to engage their international students on the topic of cheating, as well as know how best to assist them in understanding what the western universities consider cheating.

8:00-9:00

Symposium

Gutman 440

New Methods and Omtexts in Moral Development Chair: Michael Lamport Commons, Harvard Medical School and Massachusetts Mental Health Center There is little, if any, neoPiagetian research on moral development. Here, a series of papers will address novel applications, such as the development of religious belief systems. We specifically examined the development of non-beliefs, through use of a developmental assessment instrument.

Most, if not all, moral development assessment instruments depend on pre neo-Piagetian notions and the use of experts to validate measurement tools. Here, however, new instruments have been constructed that meet modem neopiagetian stage criterion for moral development, as well as early stage precursors. We will discuss specific precursor tasks from infancy and describe the construction of items for such instruments.

Constructing New Instruments that Meet Modern NeoPiagetian Stage Criteria for Moral Development Authors: Kathryn Marie Adams, Harvard Medical School Michael Lamport Commons, Harvard Medical School and Massachusetts Mental Health Center How Does Reasoning About Religious Belief or Non-Beliefs Develop?

Author: Nicholas Commons-Miller, Cambridge Rindge and Latin and Dare Institute Early Stage Precursors of Moral Development Author: Michael Lamport Commons, Harvard Medical School and Massachusetts Mental Health Center 8:00-9:00

Paper Presentations

Gutman OS

School Integration in Segregated Communities: Bosnian Adolescents' Views on the Plausibility and Desirability of Studying in an Ethnically Mixed Classroom Authors: Andrew Garrod, Dartmouth College Jay Davis, Dartmouth College Anne Delehanty, Dartmouth College January Moult, Dartmouth College

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Nine years after the Dayton agreement ended a bloody ethnic war, international politicians temporarily advising the government of Bosnia-Herzegovina (BiH) are demanding integration in public schools. Some schools have just begun to follow this order, educating students of different ethnicities in the same building, though classrooms remain segregated. Building off of previous Garrod et al. research conducted on moral development, we returned to BiH to carry out qualitative interviews in two high schools. We attempted to understand how adolescents evaluate the current systems with which they live - in their schools, towns, and national government. After interviewing students and teachers of different ethnicities, we found that many students' opinions challenge those of the older generation. In our presentation, we address the factors that inform adolescent opinions dn integration and what happens when their opinions are at odds with those of their parents and educators. Furthermore, we discuss the feasibility of future integration in this war-tom nation.

Understand Intra-individual Variability in Adolescent's Moral Judgments Author: Caroline Aris, Universite Paul Valery, Montpellier III, France Studies on moral development lead to set out the question of intra-individual variations in moral judgments. If these variations were firstly analysed as a result of fluctuations around a modal stage, they have also induced alternative hypothesis. Some authors tried to explain these differences through the variations of context embedded in experimental situations. In this frame of research, we used Kohlberg's stages (1969), not as a strict developmental sequence, but rather with the idea to define five types of justifications with a procedure adapted from the DIT (Rest, 1979). Results show that, if adolescents' decisions and justifications for breaking the law clearly vary according to the types of dilemma, more local variations can sometimes also influence their moral reasoning.

Sociomoral Values in Contemporary Culture and Its Forms of Adolescents' Discrimination Author: Clary Milnitsky-Sapiro, Universidade Federal do R.G.Sul, Brazil This work analyses the discrimination against the adolescents under two metaphors. The first mataphor refers to the adolescents' "invisibility" within contemporary culture in which the image of the youth has been taken as a model of massive consumption- leaving the adolescents without stable limits and adult models to adhere or to oppose to .. The other level of the analysis consists of discussing the discrimination endured by those adolescents termed as "vulnerable" or "at risk", who are the target of the Brazilian Public Policy Programs in which their special attention are ignored in the practices of these programs. New strategies are suggested.

Friday, 9:15-10:30 9:15- 10:30

Symposium

Cape Cod

Democratic Character Development: Contributions from Three Generations Chair: Tim Hatfield, Winona State University

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Sprinthall and Mosher's Deliberate Psychological Education (DPE) curriculum model in the 1970's provided a major focus for the promotion of students' democratic character growth in the schools. It followed in the wake of previous work by Bloom, Super, Tiedeman, Havighurst, and others. DPE's first trials and evolution will be described, followed by examples of second- and third-generation work with college students, school counseling master's students, college faculty, ~nd university program reform. In all cases, the goal has been to promote students' cognitive complexity through balanced action (active role-taking) and reflection in a supportive learning environment.

Democratic Character Development: Th~ Early Years at H.G.S.E. Author: Norman Sprinthall, North Carolina State University Initial 60's and 70'sefforts to build a developmental approach to democratic¡character growth will be described, including discussion of prior models (e.g., Bloom, Super, Tiedeman, Havighurst, et al). Mosher, Sprinthall, and their team of graduate students created a curriculum for deliberate psychological education. Uneven first trials (Mosher's "snatching defeat from the jaws of victory"), Kohlbergs's fortuitous arrival, interest in applications beyond "The Blatt Effect," and the inclusion of G.H. Mead's role-taking plus Loevinger's framework will be noted.

This work set the stage for broad applications to schools, colleges and community agencies toward Deweyan goals of democratic thought and action.

Taking DPE and Running with It Author: Tim Hatfield, Winona State University Sprinthall's Deliberate Psychological Education model, with its emphasis on primary prevention curriculum interventions in classrooms rather than in-school treatment clinics, provided the means for a radical departure from traditional school counselor training. The opportunity to teach in a terminal master's program for school counseling practitioners has led the presenter to incorporate DPE principles into his graduate teaching, an undergraduate general education service course, involvement in a national school counselor training reform initiative (Transforming School Counseling, through the Education Trust), and, most recently in collaboration with a colleague, further program delivery change for his master's students.

Giving Moral Development Away: DPE in the College Classroom Author: Elizabeth Vozzola, St. Joseph College Sprinthall's DPE model promotes social and emotional growth in youth by exposing them to significant role-taking experiences balanced with regular feedback through guided reflection.

This final symposium paper explores the application of the DPE model to the college classroom through undergraduate and graduate moral development classes. The presentation will include a brief overview of contemporary moral education interventions as well as models of course assignments. The field of moral education now encompasses multiple theoretical perspectives and practices that have application not only to course content but also to the goal of promoting the moral development of college students.

9:15- 10:30

Symposium

Minute Man

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Linking Theory and Research to Educational Practice: Lessons Learned from a UniversitySchool Board Partnership Developed to Foster Children's Social-Emotional Competence and Social Responsbility in School Chairs: Lisa Pedrini, Vancouver School Board Kimberly Schonert-Reichl, University of British Columbia The promotion of social responsibility and social-emotional competence in students has long been considered to be a goal of education. In 1997, in British Columbia (BC), Canada, the Ministry of Education identified social responsibility as one of four performance standards - a standard to be promoted to the same degree of reading, writing, and numeracy. In response to this increased focus on the promotion of social responsibility in BC, a partnership was formed between faculty at the University of British Columbia's Faculty of Education and educators at the Vancouver School Board. In this symposium three projects that have emerged from this partnership will be presented. These projects serve as an illustration of the ways in which schools and universities can work collaboratively to translate theory and research into educational practice.

Student Social Responsibility in Elementary School: The Role of School "Connectedness" Authors: Jeannie Kerr, Seymour Elementary School, British Columbia Molly Stewart Lawlor, University of British Columbia Lisa Pedrini, Vancouver School Board Kimberly A. Schonert-Reichl, University of British Columbia Recent years has seen an emergence of research linking students' school belonging and school "connectedness" to children's social-emotional competence, social responsibility, and school adjustment. Cognizant of this link, educators at three elementary schools in Vancouver, in collaboration with partners at the University of British Columbia and the Vancouver School Board, have undertaken a longitudinal study to examine the ways in which efforts to promote students' feelings of school and classroom belonging can result in changes in social emotional competence, social responsibility, and school motivation. In this paper we present findings from this longitudinal project and provide some illustrations of some ways in which schools can assess the social side of learning.

Promoting Children's Social and Academic Success Through "Mindfulness Education" Authors: Molly Stewart Lawlor, University of British Columbia Kimberly A. Schonert-Reichl, University of British Columbia Nancy L. Fischer, Bright Light Foundation, British Columbia The purpose of this study was to empirically evaluate a classroom-based primary prevention program -- the "Mindfulness Education" (ME) program. The ME program consists of teaching a series of simple techniques designed to enhance self awareness, focused attention, problem solving abilities, self regulation, goal setting, stress reduction, conflict resolution and pro social behaviors in children. Participants included students and teachers from seven grade 4-7 classrooms receiving the ME p.rogram and matched comparison classrooms. Prior to program

30

implementation, teachers attended a day long training session led by Nancy Fischer, the program developer. At pretest and posttest, students were given measures assessing social-emotional competence, social responsibility, and motivation. Teachers also provided ratings of students' school adjustment. Measures assessing program implementation were also gathered including teachers' and children's evaluations of the program and their experiences within it.

Effects of the "Roots of Empathy" Program in Promoting Children's Social and Emotional Competence and School Achievement: A Summary of Four Years of Research Authors: Kimberly A. Schonert-Reichl, University of British Columbia Veronica Smith, University of Alberta Denise Buote, University of British Columbia Angela Jaramillo, University of British Columbia Anat Zaidman-Zait, University of British Columbia We report on findings from a series of studies that examined the effectiveness of the "Roots of Empathy" (ROE) program on children's social-emotional competence. ROE, a theoretically derived preventive intervention, focuses on facilitating the development of children's socialemotional understanding and has as its cornerstone monthly visits by an infant and his/her parent(s) that serve as a springboard for lessons that teach development, emotion knowledge, and perspective taking. This program has become widely implemented across Canada, and the BC Government has just awarded $!million dollars to schools across the Province to implement the program. Participants across the four studies included children, grades K to 7. Results across the studies revealed that children who participated in the ROE program, compared to children who did not experience it, were more advanced in their emotional and social understanding on several dimensions assessed.

9:15- 10:30

Paper Presentations

Mt. Vernon

That's Your Interpretation!: False Consciousness, Denials of Complicity and Moral Vigilance in Social Justice Education Author: Barbara Applebaum, Syracuse University This paper will deal with the charges of political correctness and indoctrination that those committed to social justice often hear from their students. Adapting the Marxist understanding of "false consciousness" to what Marilyn Frye calls "arrogant perception", this paper clarifies the aims of social justice education and advocates a conception of dominant group moral agency and moral motivation that can help facilitate those goals. ¡ Philosophical Perspectives on Moral Relativism and Absolutism in Moral Education Author: Robert E. McNulty, Columbia University The terms "moral relativism" and "absolutism" are used rather loosely. These ideas, however, have a long philosophical pedigree, and there are strong arguments for both sides, as well as alternative classifications. We live in a period less hospitable to notions of moral absolutes than in earlier generations, and yet the alternatives are also problematic. To investigate this problem we will examine the ideas of several philosophers, including Kant, Moore, and Harman, as well

31

as the Kohlbergian perspective on moral education. Although no solution will be offered, our concern for moral education requires that the problem be examined carefully.

The Pluralistic Identity, Self-Transcendence and Trans-cultural Morality Author: Ronald Zigler, Penn State Abington The pluralistic identity integrates three identities: 1) a unique individual identity; 2) an identity shared by ethnic or cultural traditions and 3) an identity defined by the shared features of human life. Individuals with pluralistic identities provide the foundation of social pluralism and tolerance. However, without an experience of self-transcendence, the individual's imagination and capacity to appreciate human diversity will atrophy and a pluralistic identity will not develop .

Consequently, constructive reflection on the meaning of culture, diversity and the formation of a trans-cultural morality is not possible outside the context of the development of selftranscendence and the pluralistic identity.

On Empathy and the Erasure of Difference in Moral Education Author: Ann Chinnery, University of Saskatchewan, Canada In an attempt to address the complexities and challenges of moral dialogue in increasingly diverse classrooms, moral education has focused much of its attention in recent years on mapping and cultivating the capacity for empathy in children. However, I share the concerns of those theorists who are wary of the apparently uncritical embrace of empathy as a "cure" for the difficulties of working across ~ifference. In this paper, I outline some of the limitations of empathy, and then suggest an alternative way to frame moral education in a pluralist democracy that does not depend on an erasure of difference.

9:15- 10:30

Symposium

Terrace

Dilemmas of Authority and Responsibility: Moral Dimensions of Teacher Intervention and Cultural Connections The three papers are drawn from data collected from a five year research and curriculum development project whose primary goal is to develop research-based professional growth materials that engage teachers in dialogue and reflection about hard-to-talk about issues, including racial, gender, sexual and class-based disparities. The papers will explore relational aspects of teaching by focusing on three issues: 1) moral concerns considered by teachers deciding whether to intervene with students concerning language use (theN-Word), 2) moral and emotional dimensions of care and authority expressed in white teachers' dilemmas around relational aspects of teaching, and 3) black teachers' use of their cultural knowledge, critical consciousness and personal experiences navigating social injustice to enhance the moral development of Black (and other) students.

"I Can't Stay Silent": Moral Dimensions in The Racialized Practices of Black Teachers Author: Janie Victoria Ward, Simmons College

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This paper explores the role of black teachers in the moral development of black students (and other students of color) by identifying the powerful connections that can be made when black teachers 1) share with their students the "local knowledge" they possess about social inequality;.

2) help students develop and invoke a critical consciousness about racial (and gendered) matters-one that allows them to carefully analyze and when necessary resist the status quo, and 3) integrate into their practice the knowledge gained from reflection upon their own personal histories of successfully navigating the negative forces of racism, sexism and class based inequities. This paper will highlight the moral dimensions of black educators' teaching and socializing practices with black children that serve to orient black youth to their socio-political world.

The Race Relational Test: Surfacing White, Women Teacher's Moral and Emotional Dilemmas in Urban Schools Author: Wendy Luttrell, Harvard Graduate School of Education A robust preliminary finding of the study is that teachers across all three school sites frame their dilemmas around relational aspects of teaching and wrestle with concerns about the cultural knowledge and authority they hold in the eyes of their students. This paper focuses on the white women teachers' deliberations about their authority and suggests that their conflicts are tied to complex notions of care - including cultural and personal meanings as well as institutional arrangements governing how adults care for children. I refer to these deliberations as the race relational test and trace the different ways in which the white, women teachers position and prove themselves (to themselves, their students, and colleagues). The paper highlights the moral and emotional dimensions that are evoked by the white teachers' conflicts and suggests ways for surfacing these same dimensions in teacher professional development.

TheN-word: Moral Dynamics in School and Youth Culture Author: James Holland, Harvard Graduate School of Education This paper examines the ways that teachers who participated in discussions with colleagues spoke about students' use of language, particularly racial epithets, and their decisions of whether, when, and how to intervene on occasions when students used such language. In particular, teachers sometimes focused on the morality of the students' behavior, and at other times they focused on the morality of their own decisions to intervene and the strategies for intervention.

Teachers expressed complex and sometimes conflicting understandings of the morality of individual actions, the morality of authority, and the morality of school and community culture.

9:15- 10:30

Paper Presentation

Gutman 302

Religion and Curriculum Policy in France Authors: Kevin Williams, Mater Dei Institute, Dublin City University, Ireland In the first of two sections, this paper endeavours to explain the character of la"icite (secular neutrality) and why it is that the French are so committed to its principles in schooling and in public life generally. The second section endeavours to articulate the limits of this policy on the grounds that it excludes the study of important options from the educational experience of young

33

people and inhibits the full appropriation of cultural phenomena informed by religious beliefs.

In its aspiration to attain neutrality in schooling, French policy requires an excessive detachment from religion as a feature of human experience.

What Dialogue Can Jewish Religious Educators Have With the Just Community Approach to Moral Education?

Author: Yael Barenholtz This session will present the extent to which the Just Community approach to moral education is compatible with Israeli public religious schools, which follow the Orthodox stream of Jewish observance. It further describes the kinds of adaptation that were found to be necessary in successfully implementing Lawrence Kohlberg's Just Community concept. I will also present the outline of a structured workshop I developed to train teachers to implement the Just Community approach to moral education, employing the role-taking methodology in master-story case discussions.

Consumerism, Mindfulness, and Morality Authors: Anne Muldoon, University of Glasgow J.C. Conroy, University of Glasgow S. Stuart, University of Glasgow The central tenet of Buddhism is that the individual should rid herself of desire. The Aristotelian virtue ethicist encourages the individual to live moderately, her virtuous action being one appropriate to herself and her circumstances. Both are concerned with a person's living a good life, but only the second with the well-being of society as a whole. In an attempt to establish a rudimentary basis for moral education we argue that emphasis must be placed on the role of reason, on an Aristotelian model, and on the development of mindfulness, under a Buddhist conception. It is hoped that, by lessening desire and by encouraging a sense of responsibility, such a conjunction will equip young people to resist consumerism.

Feel The Fear And Do It Anyway: Identifying The Need for Sexuality Education in Irish Second-Level Schools Authors: James Norman, Dublin City University Gerry McNamara, Dublin City University In the absence of any formal education regarding sexuality and sexual orientation, heteronormative views dominate in our schools. Many express fear of either being 'contaminated' or 'put upon'by gays and lesbians. Based on the findings of two years of research in Irish second-level schools, this paper will argue that young Irish people do not have the tools realistically to relate to those of a homosexual orientation. This can not be considered without taking into account the dominant presence of the Catholic Church in Ireland as patron of the majority of schools.

9:15- 10:30

34

Paper Presentations

Gutman 440

Empathy in practical ethics education: Sketch of a work in progress Author: Bruce Maxwell, Institute for general studies in education, Germany This paper provides an overview of a doctoral dissertation which examines the prospects of . providing explicit educational support- for empathic development as a means of furthering practical ethics education's goal of promoting ethical attitudes and behaviour. An ethical naturalist methodology is adopted which, being sensitive to the relevance of the empirical lmowledge that exists in connection with how human beings are psychologically constructed, draws on sources in both moral philosophy and empirical and theoretical studies in psychology.

The project received a Gift of Time grant from the AME in 2004.

Teaching the lessons of war: citizenship, patriotism and an eye toward peace Author: Aine Donovan, Dartmouth College The dropping of the bombs on Hiroshima and Nagasaki were widely accepted as an appropriate means of ending a vicious war. The after effect of that decision by Truman led to a vigorous anti-nuclear emphasis in educational curricula. In post 9/11 America there is currently a renewed acceptance of "any means necessary" foreign policy being advocated, and this erosion of just war principles has serious consequences for world peace. How we frame the discussion of fighting global terrorism is an essential aspect of civic education in our schools. Key to that discussion is developmentally appropriate discusssions/materials that address the ~eed for self protection as well as the constraints of the powerful against the less empowered of the world.

Community Service and the Development of Moral Agency and Civic Engagement Author: Emily Brostek, Colby College ¡ Mark Tappan, Colby College As college students make the transition from adolescence to young adulthood they reach a crucial point in their identity development, for it is here that individuals begin to decide who they are and what they will devote themselves to. We have found that the student who engages in community service projects during these critical years comes to see herself as the 'kind of person' who cares enough to act and who is capable of having an impact. We argue that the kinds of identities that we observed students constructing are extremely important to the development of thoughtful moral agents and civically engaged individuals.

9:15- 10:30

Symposium

Gutman 05

Does a School's Mission Change Student Perceptions of Discipline?

Chair: Joan Goodman, University of Pennsylvania, Graduate School of Education We will examine how a clearly articulated school mission affects student perceptions of school rules. The study of three charter schools serving low income students with contrasting missions (high achievement, Christian, community/peace) and contrasting discipline styles (tough to gentle), and one public school without a vivid mission enables us to explore whether and how "higher" school purposes color upper-elementary grade students' interpretations of disciplinary policies. Does, for example, a schools' manifest determination to prepare students for college

35

make the demanding and rigorously enforced rules more acceptable to students than those same rules in a school without the pervasive mission?

Rules in the Abse~ce of Mission: Lessons from a Public School Authors: Joan Goodman, University ofPennsylvania Samantha Foster, University of Pennsylvania L. Katrina Glanzer, University of Pennsylvania Bridget Rose Nolan, University of Pennsylvania We asked small groups of inner-city fifth grfl.de public school students to explain their understanding of school rules. Are they fair? What makes them fair and unfair? Should some rules be changed or abolished? Should there be more rules? Who should make up the rules?

What should be the consequences of rule breaking? These questions allowed us to explore whether and to what extent students see existing rules as serving important purposes, thus highly justified, the extent to which they find them arbitrary, therefore not justified (nor "bought into"), and how school discipline relates to notions of justice.

Branding Achievement: The Mission of a Philadelphia Charter School Authors: Samantha Foster, University of Pennsylvania, Graduate School of Education Joan Goodman, University of Pennsylvania L. Katrina Glanzer, University ofPennsylvania Bridget Rose Nolan, University of Pennsylvania Achievement Philadelphia Charter School has high academic and behavioral expectations for its students that are clearly articulated and enforced. Its belief system, focused upon transforming the urban education experience, provides an unapologetic atmosphere of stratified consequences and rewards.

In a setting where most students seem galvanized by purposeful statements -- "Be Nice, "All of us will learn," "Find a way"-- do the serious disciplinary practices model collective purpose or collective pressure? In a school where students answer to the "team" for their behavior, do they feel resentful, or is the public display of their weaknesses and the requests for peer assistance truly voluntary and earnest?

Mission Nurturance: Caring and discipline in two charter schools Author: Katrina Glanzer, University of Pennsylvania Joan Goodman, University of Pennsylvania Samantha Foster, University of Pennsylvania Bridget Rose Nolan; University of Pennsylvania In contrast to Achievement Charter are two schools that, while differing in their missions, have in common a commitment to elicit rather than impose their values systems. They therefore emphasize children's responses, inner lives, and freedom within restrictions. Teachers perceive themselves as nurturers, an affectionate presence, rather than controllers. They encourage empathic identification rather than authority assertion. Yet, these schools too have rules and consequences. Do children identify sufficiently with the religious values of King Chritian, with

36

the peace and service values of A very Blaine, to make the rules seem fair or, like the public school children, do they find them harsh and unjust?

10:30- 10:45 Break Served

George Washington Ballroom

10:45-12:15 Kohlberg Memorial Lecture

First Church in Cambridge 11 Garden Street, abutting the Sheraton Commander.

What the Rule of Law Should Mean in Civics Education This year, the Kohlberg Memorial Lecture will be given by Martha Minow, William Henry Bloomberg Professor of Law at Harvard Law School. Martha Minow has twice been the director of the Harvard University Center for Ethics and the Professions. She is the author of Partners, Not Rivals: Privatization and the Public Good (Beacon Press 2002), Between Vengeance and Forgiveness: Facing History After Genocide and Mass Violence (Beacon Press 1998), Not Only For Myself: Identity, Politics, and Law (The New Press 1997), and most recently, editor with Antonia Chayes of Imagine Coexistence: Restoring Humanity After Violent Ethnic Conflict (Jossey-Bass 2003).

The topic she will speak on is, What the Rule of Law Should Mean in Civics Education.

12:15-1:30

Lunch Roundtable Discussions

Terrace

AME has a tradition of providing lunch roundtables of discussions on interesting and contemporary topics. We have asked some new and some "old" AMErs to lead table discussions on teaching against various isms, sexism, racism, heterosexism, classism, and ageism. We've also reserved a table to discuss how we present and discuss liberalism and conservatism with students. Because conferences can be so stimulating, we also leave a few tables free for people to join together to discuss a new topic. Sign-up sheets are at the registration desk for the various tables ($25 in advance, $30 at the conference registration table, those who registered in advance and paid to join the roundtables do not need to sign the sheet at the registration desk).

Friday, 1:30-2:45 1:30-2:45

Symposium

Cape Cod

30th Anniversary of the Moral Judgment Test- Validating Method and Theory I

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Chair: Christina Moreno, North Regional Committee of Cooperation with UNESCO, Mexico Discussants: John Snarey, Professor Emory University Ann Higgins-D' Alessandro, Professor, Fordham University Thirty years ago, Dr. Lind has released the final version of his Moral Judgment Test (MJT), which since then has been translated into 23 languages and in each case thoroughly checked for trans-cultural validity, and has been used in hundreds of studies including over 200.000 participants all over the world. This symposium makes a balance that would allow us to draw a map of how the MJT has helped us to better understand and reflect about what moral education is, and to optimize the effects ofpedagogical interventions, and how the results of the crosscultural studies. have validated basic assumption of cognitive-developmental theory by Jean Piaget, Lawrence Kohlberg, and Jim Rest.

30 Years of MJT-Research: Strong Support for the Cognitive-Developmental Theory of

Moral Development and Education Author: Georg Lind, University of Konstanz, Germany I have developed the MJT on the basis of ideas taken from philosophers (e.g., Habermas, Apel), psychologists (Piaget's notion of affective-cognitive parallelism, Kohlberg's definition of moral judgment competence, G.A. Kelly' personal construct theory, H.H. Kelley's idea of subjective variance analysis) and cognitive test theorists (Torgerson's concept of response scaling, N. Anderson's cognitive algebra; Guttman's facette analysis). The idea was not only to measure human attitudes and behaviors but to asses the cognitive structures that underly it. For that end, the MJT uses the N=l multivariate analysis ofvariance technology. Meanwhile we can say that the efforts invested into its construction and validation has paid well. International findings strongly support basic assumptions of cognitive-developmental theory by Piaget, Kohlberg and Rest.

Moral education in Higher Education and the Transformation of a Concern: A Historical Account Author: Maria Cristina Moreno, North Regional Committee of Cooperation with UNESCO, Mexico This paper will describe the ways in which MJT helped a community of faculty teaching at the college level, to document effects of intervention, to transform our own teaching and to pose new questions about what moral development means. Accomplishments and obstacles encountered are described. Special emphasis is placed in the interaction of MJT results and the incorporation of new considerations for understanding moral development.

Teachers' Moral Development and Their Perceptions of School Environment: Pre-service and In-service Teachers in Taiwan's Elementary and Junior High Schools Author: (Angela) Chi-Ming Lee, National Taiwan Normal University, Taiwan

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This paper explored Taiwan elementary and junior high school teachers' moral development and their perceptions of school environment. Pre-service teachers (N=328) and in-service teachers (N=336) filled in two questionnaires entitled 'Moral Judgment Test' (MJT) and 'School as Caring Community Profile II' (SCCP). The SCCP score of teachers was above average. The MJT score of pre-service teachers was mid-range while the score of in-service teachers was low.

Several factors which influenced teachers' moral development and their perceptions of school environment were revealed. Accordingly, the author has offered some recommendations on how to improve teachers' moral development and reshape their school environments.

1:30-2:45

Paper Presentations

Minute Man

Disinhibited Internet behavior and moral education: Why character matters online Author: Beong Wan Chu, Chun Chon National University of Education, South Korea Behaviors of the Internet are characterized by disinhibition. Disinhibition means an apparent reduction in concerns for self-presentation and the judgment of others. Thus, disinhibition. on the Internet has both positive and negative implications for moral education. This paper argues that reducing disinhibition online requires strong character traits. In addition, tasks of moral education for reducing disinhibition online will be showed.

Evaluating a Character Education Program Authors: Ann Higgins-D' Alessandro, Fordham University Fred Clave!, Fordham University Maria Reyes, Fordham University Josephine Choe, Fordham University We consider school culture as emerging from but fairly independent of the people and activities of the school. We examined how the perspectives that students, teachers, .and parents have of school culture affects their expertise and responsibilities. Theoretically, this furthers understanding of student and teacher motivations and practically it offers a guide to teacher education and training in the fields of moral and character education. We use results of our evaluation of the Community of Caring character education program, a US-based, nationwide elementary, middle, and high school intervention focused on building school community, student responsibility, family and community involvement, and teacher expertise.

The Influence of Multimedia on Moral Development Author: Petra Lajciakova, Catholic University, Slovakia In our contribution, we deal with an influence of the multimedia on morality and identity development. We discuss positive and negative aspects of the followed signs. Because of the fact of the morality and identity development (personal and social) influencing highly the educational environment, we emphasize its analyses. We concentrate on the specific means used by teachers in a modem educational process with the emphasize on the experiential learning (using a play).

To form the morality and identity of children and youth, the program of intervention was proved as the most effective using the elements of a play and experiential.

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1:30-2:45

Symposium

Mt. Vernon

Making Schools Safer for Sexual Minority Youth: Evidence-Based Approaches Chair: Shannon Kenney, Coalition for Education on Sexual Orientation, Chicago Each of the presenters in this symposium will address the basic question: What works to ensure that schools are safe and supportive environments for sexual minority youth? Taken together, the studies discussed in this symposium, based on data from hundreds of adolescents and school staff and dozens of schools in two states, pr~sent a compelling argument that the school climate and therefore the outcomes for lesbian, gay and bisexual adolescents can be changed for the better.

Massachusetts' Safe Schools Program: Success with Faculty and Staff Author: Laura Szalacha, Brown University Center for the Study of Human Development Massachusetts' Department of Education uniquely addresses the safety of sexual minority students in its schools on a statewide level with the establishment of its Safe Schools Program for Gay and Lesbian Students (SSP) in 1993. The desired outcome ofthe initiative is an improved sexual diversity climate where there is safety, tolerance and an atmosphere ofrespect for sexual minority individuals. This paper quantitatively investigates differences in professional staffs perceptions of the schools' "sexual diversity climates," across schools, based on the implementation of the SSP and, qualitatively frames the professional staffs' responses according to which moral good is being upheld.

Best Practices in School-Based Trainings on LGBT Issues Authors: Shannon Kenney, Coalition for Education on Sexual Orientation, Chicago Stacey Hom, University of Illinois at Chicago The Coalition for Education on Sexual Orientation (CESO) advances an advocacy, activism and educational model to ensure the safety oflesbian, gay, bisexual and transgender (LGBT) youth.

This paper presents CESO's model along with a specific case study and quantitative findings on building empathy and¡ providing legal information, data on youth issues and resources to school personnel through professional development trainings. The results and the changes in school climate are discussed, along with the effects on youth in the school setting. Discussion will also include an examination of utilizing a coalition model as well as the effectiveness of universityschool-community partnerships.

School Support Groups and the Safety of Sexual Minority Adolescents Author: Carol Goodenow, Massachusetts Department of Education This paper will present results of a study based on data from the 2003 Massachusetts Youth Risk Behavior Survey (MYRBS). Results of the study indicate that among sexual minority adolescents, the presence of a Gay-Straight Alliance (GSA) in the school was associated with a significantly lower probability of past-year suicide attempts, deliberate self-injury, and of being threatened at school, controlling for students' age, gender, and ethnicity. These results suggest

40

that perceived support in the form of an available GSA or accessible school staff may play an important role in fostering the safety and well-being of lesbian, gay, and bisexual adolescents.

1:30-2:45

Demonstration

Terrace

Assisting Children in Evaluating the Current Cultural Context through Multi Media Presentations Authors: Jennifer Curry, University of Central Florida E.H.Mike Robinson, III, University of Central Florida Sandra L. Robinson, University of Central Florida Heather Smith, University of Central Florida The purpose of this session is to acclimate educators with multimedia instruction for assisting students in the examination of values in the current cultural context. Consideration of diversity and development will preclude the design of the program. The workshop will contain didactic theoretical underpinnings coupled with experiential activities. Participants will gain an understanding of why multimedia is engaging to students of diverse backgrounds, differing developmental capabilities and various learning styles. Samples of media to be utilized in this presentation include: television, video, music clips, literature (picture books, poetry, etc.), magazines/advertisements, newspaper clips and contemporary art.

1:30- 2:45

Symposium

Gutman 302

Approaches to Behavior and Classroom Management: Implications for Moral Education Chair: George Scarlett, Eliot-Pearson Department of Child Development/Tufts University Issues of control and self-control are central to moral education. However, books on behavior and classroom management continue to ignore moral education as they focus on tactics teachers can use to control children. In this symposium, we show the usefulness of shifting the focus from tactics to approaches with implications for moral education. We present approaches from four different theories of development, four different cultures, and two different approaches to special education. We show why focusing on approaches provides more insight into the supports needed for children to control themselves, share control with others, and develop morally.

Theoretical Approaches to Behavior Management Author: George Scarlett, Eliot-Pearson Department of Child Development/Tufts University This paper shows how the majority of teachers in early childhood and elementary education classrooms attend to what they think "works" and not to the approaches that provide different meanings to the term "works''. It discusses four theoretical approaches to behavior management and shows how each leads to the creation of different kinds of classroom communities. This paper explains, then, the significance of teachers adopting a theoretical approach -both for keeping order in the classroom and for supporting children's moral development.

Cultural Approaches to Behavior Management

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Author: Iris Ponte, Eliot-Pearson Department of Child Development, Tufts University This paper presents examples and data explaining the different approaches to behavior management found in Japanese, Chinese, Haitian, and North American cultures. The paper explains how culturally determined images of community help define moral development and generate approaches to behavior management. The paper, then, has implications for understanding both moral education and behavior management as cultural phenomena as well as for teaching culturally diverse groups of children.

1:30-2:45

Symp6sium

Gutman 440

Fostering Racial Diversity and Equality in Schools: A Moral Imperative Chairs:

Erica Frankenberg, The Civil Rights Project at Harvard University Gary Orfield, Harvard Graduate School of Education

While desegregation plans received much attention after Brown v. Board (1954), little focus was given to actual social interactions in the classroom or to students' moral reflections resulting from attending racially and ethnically diverse schools. Yet, understanding these aspects of integrated school environments is essential for addressing the larger societal issue of fostering racial diversity and tolerance. In this symposium, the authors address what we know about the benefits of integration, how children and adolescents' reflect on these experiences, and how school environments foster or inhibit social and academic integration, a goal central for a just and civil society.

Children's and Adolescents' Moral Reasoning about Racial Exclusion as a Function of Intergroup Contact and Experiences with Exclusion Authors: Melanie Killen, University of Maryland David Crystal, Georgetown University Martin Ruck, The Graduate Center, CUNY What are the social developmental benefits of intergroup contact for children and adolescents attending ethnically heterogeneous and homogeneous schools? We investigated how children's and adolescents' evaluations of racial exclusion are influenced by their social experiences. Our analyses focused on moral reasoning, perceptions of discrimination as a function of group membership, and perceptions of intergroup contact. Our findings indicate that moral reasoning is positively related to an increase in intergroup contact, under particular conditions, and differed regarding the age, gender, and ethnicity of our participants. We will discuss how these findings contribute to current research on children's and adolescents' moral reasoning.

Addressing Race and Racism in the Classroom Authors: Rebecca S. Bigler, University of Texas at Austin Julie Milligan, University ofTexas at Austin We outline the debates in psychological literature about discussing race and racism in the classroom, including reasons to expect that racial labeling and discussions of racism might be

42

associated with both positive and negative outcomes for children. Racial labeling-in the absence of clear and explicit rationale for doing so-is likely to facilitate¡ development of racial stereotyping and prejudice, especially among young children. We conclude that discussions of racism are likely to foster improved racial attitudes, although such discussion may also produce negative emotions. Finally, we present evidence from two of our empirical studies and make policy recommendations.

Adolescent Immigrant Students in U.S. Schools: Issues of Safe Learning Environments, Immigrant Experiences, and Intergroup Relations Authors: M. Beatriz Arias, Arizona State Urriversity Christian Faltis, Arizona State University James Cohen, Arizona State University We explore how intergroup contact and positive intergroup relations between immigrant and non-immigrant adolescent students depends on a school's moral stance toward cultural pluralism (or additive acculturation) versus cultural assimilation. Educators must be models for and knowledgeable about their students and their communities, and discrimination they perceive in schools. We examine variations in immigrant students' prior schooling experiences, transitions to the U.S., and identity affiliations. Finally, we discuss programmatic, classroom-level and curricular efforts to promote positive intergroup contact and relations, and recommend practices for schools with large numbers of recent immigrant students. We conclude with implications for policy and practice.

Designing Schools that Use Student Diversity to Enhance Learning for All Students Author: Willis D. Hawley, University of Maryland For policy makers, educators and parents to see students' learning with and from diverse peers-Diverse Learning Opportunities (DLOs)--as important for all students, strategies must be identified for designing DLOs in schools that further moral reasoning and the cognitive and social development of all students. This paper seeks to identify school policies and practices that would make diverse schools and classrooms more effective. Despite evidence that racially and ethnically diverse schools benefit all students, there needs to be more research on programs and practices resulting in the benefits of integration in order to outweigh perceptions of integration's potential costs.

1:30-2:45

Paper Presentations

Gutman 404

Out of the Ordinary: Mandating Moral Dissent in Catholic Education Author: Graham McDonough, University of Toronto Ordinary (n): an archbishop in a province; a bishop in a diocese I assert that Catholic school students require the same moral tools and space to critique their religion that they are afforded in secular subjects like History. Currently students are frustrated because a means of faithful dissent from Catholic moral teachings is lacking. How does the school justify sex equity in the principal's office but the priest's? If a sound education depends

43

upon legitimating and adjudicating a plurality of student belief and academic thought, then I contend dissent is integral to ¡both sacred and secular sides of Catholic schooling.

Does religion shape adolescents' views of sexual activity?

Authors: Kathleen Cobb Leonard, Boston College Diane Scott-Jones, Boston College Many older adolescents in our society report high levels of religiosity yet are also sexually active despite affiliation with religions that proscribe premarital sexual activity. Our study examines the relationship between religiosity (importan.ce of religion and frequency of religious behaviors) and sexual activity among 120 high school seniors. Data were collected via questionnaires and open-ended interviews. Importance of religion and frequency ofreligious behaviors are negatively correlated with willingness to have sexual intercourse in hypothetical scenarios but not with actual sexual behaviors. For older adolescents, a restrictive role of religion may be outweighed by normative pressures toward sexual activity.

The Role of Religion in Ethical Formation Author: Aostre N. Johnson, Saint Michael's College This presentation focuses on the ways in which religions in contemporary culture worldwide are attempting to shape the identity of youths ethically, often in direct opposition to contemporary, media-saturated secular cultures. It emphasizes the rituals and practices of religious life that encourage youth towards meaning, purpose, ethical action and service. The presenter suggests that attempts to understand how youths are encouraged to critique culture (that of their own and others) from an ethical standpoint cannot be fully understood without taking religious formation into account. Specific examples from various traditions are drawn from the presenter's forthcoming co-edited book on religious perspectives on spirituality in childhood and adolescence.

Plateau or Regression in Moral Judgment? A 6-year longitudinal follow-up of Christian Liberal Arts College Graduates Author: Steven P. McNeel, Bethel University Colleges with an active religious heritage function explicitly as moral communities. Does significant moral judgment growth (DIT) occur during college and afterward, or do conformist pressures minimize/counteract postconventional thinking growth? A freshman/senior/6-year alumni longitudinal study of Christian liberal arts college students addresses this question. Data collection from alumni is in progress. Preliminary results (N=23) show significant P-score growth during college is generally maintained among alumni. However, regression is likely among females with small children. DIT N2-scores will also be analyzed, along with alumni data on political conservatism, measures of Christian commitment, diversity experiences, and empathy. Discussion considers moral judgment facilitators/inhibiters.

2:45-3:00 COFFEE BREAK

44

Geo. Wash. Ballroom

Friday, 3:00-4:15

3:00-4:15

Symposium

Cape Cod

30th Anniversary of the Moral Judgment Test- Validating Method and Theory II Chair: Christina Moreno, North Regional Committee of Cooperation with UNESCO, Mexico ' Discussants: John Snarey, Professor Emory University Ann Higgins-D' Alessandro, Professor, Fordham University Ethics and Professionalism in Medicine: Cross-Curricular Integration of Ethical Basis for Medicine Students' Professionalism Skills Development Author: Claudia Hernandez, Escuela de Medicina Ignacio A. Santos del Institute Tecnologico y de Estudios Superiores de Monterrey, Mexico The objective in our Ethics and Professionalism in Medicine curricular program is the development of professionalism skills, related with the continuous compromise with the patient's well being, by the students at the various levels throughout the Medicine's career. The integration of the ethical basis' contents throughout the Medicine curriculum is considered the main part of this project's specific objectives. With the aforementioned it is sought, on the one hand, to have an impact in the student's moral judgment development, same that he/she will experience throughout his/her professional practice; and, on the other hand, to stimulate the student's critical judgment before both personal and professional situations he/she will face on his/her daily chores and on his/her medical practice. The implementation across the curriculum of educative Moral Dilemmas using the method of dilemma discussion created by Dr. George Lind, University of Konstanz, is the main strategic element to get this elements.

Moral Judgement Competence and the Moroccan Adolescent Author: Ahmed Aghbal, Faculty of Education, Rabat, Morocco The aim of this paper is to answer the following questions : what is the level of the moral judgement competence of moroccan adolescents ? Are there significant differences between grades in students' moral competence? Are there significant differences due to the variables of sex and type of school (private/public) ? And what is the effect of school environment on the development of the moral judgement competence ?

The investigation has been conducted using the arabic version of the MJT developed by Doctor Georg Lind. The sample comprised 367 students ofboth genders aged 11-22 years-old, who attend both public and private schools. Perhaps, the most remarkable aspect of the findings of this study is the fact that the moroccan adolescents show a high preference for stage-2. The preference for this stage seems, at the first glance, to be a cultural characteristic of young moroccan sample. To confirm definitly this result, more investigations are required.

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Brazilian Researches Using the MJT: An Overview Authors: Patricia Bataglia, Universidade Bandeirante de Sao Paulo - Brazil Marcia Schillinger, University of Konstanz, Germany The Moral Judgment Test (MJT, Lind) was validated to the Portuguese language by Bataglia in 1998 and has been used since then in different research projects by Bataglia and SchillingerAgati in Brazil. This paper presents a retrospective analysis about researches in Brazil using MJT and presents results from two new studies. Investigations began with the evaluation of an intervention process with psychology undergratuate students (Bataglia, 1998) and continued with the goal of explaining characteristics detecte'd in Brazil when compared to Europe (SchillingerAgati, 2001; Lind, 2000). Among others, some ofthose characteristics are: a) great differences in the MJT scores when comparing public and private universities in Brazil and when comparing those scores to European, particularly German students; b) Brazilian students showed lower moral competence levels in regard to one specific dilemma (Euthanasia). This phenomenon, called "moral segmentation" was especially focused on further investigations, first trying to test a hypothesis of segmentation related to Religious commitment (Bataglia, Schillinger-Agati & others, 2002). No correlation was found. At the moment, two other broader studies are being concluded: a) the development of an extended version ofthe MJT (MJT-ext) by Bataglia and the investigation about answers given to the Euthanasia dilemma compared to the Judge Dilemma (Bataglia, Schillinger-Agati, Lind, 2003); and b) a cross-cultural study about the relations between moral judgment competence and learning environment, conducted with more than 11 00 undergraduate students from Brazil, Germany and Switzerland (Schillinger-Agati, 2005). Results from those investigations are discussed. Among others, it is interesting to point out that Medical students show, as opposed to students from other areas, decreasing levels ofmoral competence in the last semesters of study.

3:00- 4:15

Paper Presentations

Minute Man

Articulations of Moral Concern: A Fresh Look at Old Data Authors: Stephen A. Sherblom, University of Missouri - St. Louis Hyun Chang Lee, University of Missouri- St. Louis This study investigates the moral concerns articulated by respondents in Kohlberg's longitudinal study. The authors reanalyzed interviews using a qualitative method to identify utterances that have moral overtones. Building on these analyses the authors address the following questions: a) what specific words and phrases are moral referents (beyond standard justice concerns); b) how would these moral concerns be categorized - as justice, as care, as something else? c) How does each moral concern function in the interview; d) what aspects of the moral domain are articulated in each case? e) Does Mn stage score predict concerns voiced?

Reliability and the DIT-2: Revisited Authors: Michael H. Crowson, The University of Oklahoma Teresa K. DeBacker, The University of Oklahoma W. Pitt Derryberry, Western Kentucky University Stephen J. Thoma, The University of Alabama

46

Developed during the mid-1970's, the Defining Issues Test (DIT) quickly became an important part of moral judgment research. During the late 1990's, a second version of the DIT (the DIT-2) was developed for use in research. Since its initial validation study, no additional information has been forthcoming on the reliability of the DIT-2's primary developmental index, N2, or any of its other available indexes: P, Stage4P, Stage23. We report on the reliability ofDIT-2 indexes based on a sample ofundergraduate and graduate students (N=1219). We also examine the intercorrelations of these indexes within and across individual moral dilemmas.

Kolhberg's Stages Redefined and Illustrated Author: Don Collins Reed, Wittenberg University Kohl berg's stages have been unhelpfully interpreted as stages of verbal reasoning about justice.

A different interpretation is proposed, one according to which the stages are virtual interaction patterns. This social pragmatist interpretation is closer both to Kohlberg's early debts to G.H. Mead and John Dewey and also to his work in the Just Community Schools. The stages are redefined and illustrated by examining an instance of the very sort of political and educational engagement in which Kohlberg engaged.

3:00-4:15

Paper Presentations

Mt. Vernon

Evaluating school climate: Promoting social, emotional and moral learning Author: Jonathan Cohen, Center for Social and Emotional Education; & Columbia University This paper will summarize the range of ways that school climate can be evaluated. We will focus on the Center for Social and Emotional Education's Comprehensive School Climate Inventory process. In addition to representing a reliable and valid method of learning about student, staff and parent's perception of the school climate, this process creates opportunities for students, parents and staff to reflectively and collaboratively consider what is promoting a caring, safe, participate and responsive school and school-home partnership. A case will be briefly presented to illustrate how diversity can be discussed in this process to foster caring and learning community.

Using Case Studies of Non-indigenous Invasive Species to Teach Environmental Ethics.

Author: Dorothy Boorse, Gordon College Ecologists are concerned about the introduction and spread of non-indigenous invasive species (NIPS), but such concern is less common in the general public. Such introductions raise questions fundamental to moral decision-making: "What is it to be human?, What is the relationship between humans and the rest of nature?, How do we choose between stakeholders in situations where some lose and some win?" In a culture of convenience and consumerism, children may not be asked to evaluate these questions. By using case studies to evaluate possible responses to NIPS, we can introduce children to fundamental questions about the nature of humanity and the world and to basic concepts in ethics and moral decision-making.

Japanese Moral Education's Attempt to Discover What's "Right" Author: Robin Sakamoto, University of Minnesota

47

Compulsory moral education has been included in the Japanese national curriculum since 1872.

The emphasis on moral education however underwent tremendous revision prior to and after World War II. Since 1997 the increase in heinous juvenile crimes of children killing children has led to urgent demands for a more effective program of moral education. The resulting educational reform policy, which is the second major strategy of the Ministry of Education's 2002 Education Reform Plan for the 21st Century, represents a major shift in the approach to moral education and will be analyzed as to its' theoretical adequacy and policy feasibility.

Criticality, Authority and the Ethics of Ffnitude Author: James Stillwaggon, Teachers College, Columbia University How do students come to critical mindfulness of the very beliefs and values that schooling is intended to instill within them? Through an inquiry into the authority of the teacher based on the idea that the position of authority defining the teacher-student relationship is not only how we teach but an important part of what we teach, I argue that it is in approaching the position of authority themselves that allows students to recognize the contingency of the authorial position.

3:00-4:15

Symposium

Terrace

The Assessment of Adolescents' Social Awareness and Critical Thinking: Issues of Culture, Context, and Development Authors: Luba Feigenberg, Harvard Graduate School of Education Angela Bermudez, Harvard Graduate School of Education Melissa King, Harvard Graduate School of Education The goal of this workshop is to introduce two analytic methods that integrate perspectives of culture and context into research on the development of adolescents' social awareness and critical thinking. Participants will work with data obtained in school and programmatic contexts, and explore how to analyze these data in terms of culture, social and cognitive development, and social context. Implications for how data can be used as educational tools for instruction and assessment, both of program effectiveness and of student thinking, will be discussed. This workshop is aimed toward practice-oriented researchers with an interest in the influence of culture and context on social development and the role of schools and qommunities in the promotion of youths' social awareness.

3:00-4:15

Paper Presentations

Gutman 302

Deciding What's Right Authors: Monica S. Van Fleet, ¡Cornell University Dawn E. Schrader, Cornell University How do people decide what is "right"? To explore the relationship between the epistemological understanding and the moral judgment of rightness, we conducted a study to see if what college students think "counts" as knowledge influences what they think "counts" as cheating.

Participants completed Kuhn and Weinstock's (2002) measure of epistemological understanding,

48

as well as an interview on hypothetical and real-life moral dilemmas. We discuss the relationships between epistemological understanding and students' responses to what "counts" as cheating, the reasoning behind such judgments, and the ways in which students conceptualize moral decisions in their own lives.

Adding Moral to School Discipline Author: Joan Goodman, University of Pennsylvania, Graduate School of Education If discipline is to serve an educationally moral function, it cannot be reduced to classroom management. Yet, a review of disciplinary policies, as revealed in contemporary codes of conduct, suggests that school rules have the slimmest connection to moral justifications. Moral wrongs have been conflated with conventional school-limited"rules, giving the impression that dress code violations and forgery are equivalent.

I suggest that both the classification and sanctioning systems should strive to distinguish moral, derivatively moral, and conventional wrongs with punishment restricted to intentional wrongdoing.

Do School Rules Prepare Children for an Understanding of Law? Author: Anne Outram Halstead, University of Plymouth, UK It is often assumed that school rules prepare children for an understanding of the law, but this assumption has rarely been investigated or its implications for practice clarified. This paper makes connections between the legal theories of H. L. A. Hart and Ronald Dworkin and the management of school rules in order to demonstrate two models which teachers might adopt in their approach to rules. The first, based on belief in the inalienable authority of school rules per se, seeks to establish discipline through external motivating factors. The second emphasises the principles underpinning school rules and encourages children to reflect on the reasons for behaving in certain ways. The paper concludes that an approach to school rules based on principle encourages children to become critically aware so that ultimately they mature into informed citizens with a deeper understanding of the underlying purpose of law.

Well Led? The Moral Education Implications of School Leadership Models Author: Mark Chater, Bishop Grosseteste College, England This paper will explore the implications, for the moral development of the young, of contemporary school management and leadership training programmes and expectations. In particular, it will enquire into the meaning of "good" management and "well led" schools, and will examine the constituent assumptions and values of these phrases for evidence of implications for the moral climate, and specific moral education and example, offered to children and young people in schools. By doing this, the paper will reach interim conclusions that models of good school management and leadership have paid some attention to moral dimensions, but need to align themselves more closely.

3:00-4:15

Symposium

Gutman 303

Non-Compliance, Inconsistency, and Dissent: Learning to Speak Truthfully

49

Our concern in this symposium is to explore something of how people learn to be moral without being taught, of how they sometimes dissent from others not because they don't care about them but because they do, and of how being inconsistent may tum out to be a truer way than consistency to communicate what is right. In doing so we challenge several popular myths about culture, conformity, truth, and comri:mnication. The developmental and social dynamics oftruthtelling, social solidarity, and tolerance point to the importance of dialogue, dissent, and play within an ecological context of values.

Negotiating Practice: Challenging Consistency-Culture Author: Vasudevi Reddy, University of Portsmouth, UK There appears to be a widespread belief in western cultures in the virtues of consistency, seen most clearly, e.g., in beliefs about child-rearing and teaching. This 'consistency-culture' arises from a deeper training-orientation which may, contrary to theories of reinforcement, serve to encourage the showing-off of behaviour more than the behaviour itself. Studies of compliancerelated interactions between children and parents suggest that, particularly in non-western cultures, negotiation plays a major role in the practice of acceptable behaviour; non-compliance may not simply be a misbehaviour to be managed and controlled. Negotiation may set up different attitudes not only towards norms, but also towards the importance of people.

Dissenting from Norms by Realizing Values: Surprising Truths Author: Bert H. Hodges, Gordon College How does one challenge others about what is right? A reinterpretation of Asch's ( 1956) famous "conformity" studies (Hodges & Geyer, in press) and developmental studies (e.g., Feinman, 1992; Kuczynski & Hildebrandt, 1997) are used to consider how tensions between physical and social sources of information are resolved. Evidence suggests children and adults care about truth, not just approval, and engage in more dissent than is generally appreciated. Studies of conversations indicate that cultures may differ in patterns of truth-telling, but each acknowledges concerns highlighted in the other. Norms can be challenged on the basis of values.

Speaking Truth to Power: What Can Be Learnt But Not Taught Author: John Shatter, University ofNew Hampshire Speaking the truth was taken to be a matter of making the propositional content of our words correspond with a state of affairs in reality. Thus, if articulate people did not speak the truth, it was a matter of their willful failure. Bakhtin ( 1986), however, shows how our talk draws its meaning only from our use of it in dialogic relations with others - it is in our words in their speaking, not in the patterns of our already spoken words, that we speak truthfully. Learning to express ourselves truthfully to others can be learnt in life but not taught in classrooms.

3:00-4:15

Paper Presentations

A Study on Development of the Information Ethics Sensitivity Author: Hang-In Kim, Gyung-In National University of Education

50

Gutman 306

The purpose of this study was (1) to develop the Information Ethics Sensitivity Test(IEST) applying Rest's Four Components Model to the information ethics, (2) to survey elementary school students with the lEST, and (3) to suggest the effective instruction-learning idea. The lEST was developed based on moral sensitivity that is the first components of Rest's model. The subjects for the test was 489 third, fourth, fifth, and sixth grade students in Seoul and lncheon.

The three results of this study were presented. First, sixth grade students showed lower score in the lEST compared with other grade students. Second, there was a negative relationship between the time of students' using computer and the lEST score. Lastly, there was a positive relationship between information ethical behavior and lEST score. The discursive approach using information ethical dilemma was suggested for developing the information ethics sensitivity.

Do

5th

Graders Feel Cared About at School?

Author: Carole Weeks, Los Angeles Unified School District Results of a qualitative study of elementary school principals' and parents' perceptions of caring at three elementary schools in the southern region of California will be shared~ As revealed in the interviews of principals and parents, caring for other people's children is a sacred tlust and highly relational. Application of the notions of caring at an elementary (K-5) school in East Los Angeles, California will be described. At the end of each school year, all 51h grade students are asked to complete a survey to determine if they have felt cared about during their tenure at the school. Survey results from 180 5th graders over a three year period will be presented.

Moral Sensitivity: A Review Author: Di You, Center for the Study of Ethical Development, University of Minnesota Muriel Bebeau, Center for the Study of Ethical Development, University of Minnesota

.,

This paper reviewed the literature in the field of moral sensitivity, the first component of Rest's (1982, 1986) Four-Component Model of moral development. The review is organized according to different professional fields, including dentistry and medicine, counseling, business, science and school settings. Different studies and measures of moral sensitivity were critically reviewed.

By doing so, hopefully, this review can provide researchers a comprehensive understanding of what is known about moral sensitivity, what instruments are available, and what questions remam .

Are Older Adults More Morally Sensitive?

Authors: Darcia Narvaez, Notre Dame Gabriel Radvansky, Notre Dame Nicholas Lynchard, Notre Dame Throughout history, elders have been viewed as sage advisers and repositories of wisdom.

However, most contemporary research has documented that aging is marked by cognitive decline, including areas such as processing and storage deficits. A pilot study indicated that older adults may have enhanced processing of morally-relevant information. Participants were 36 college students and 36 older adults. They read stories on computer and responded with a lexical

51

decision (English word or not) to probes representing moral inferences in the story. Results indicate that college students were less likely to form a moral mental model of the situation than older adults.

Friday, 4:30- 5:30

4:30-5:30

Symposium

Cape Cod

The Sexualization of Children and Youth by Popular Culture Today's children are growing up in a highly commercialized and media-saturated environment that links messages about race, gender and human relationships to sexual appearance and behavior. It influences how they think about their racial identity, their sexuality, and what they want to buy and wear. Looking at children from preschool through adolescence, this session will explore the nature of the current situation, how it is affecting children's sense of themselves, how they treat each other and ideas about good and bad, right and wrong. It will also look at what educators can do to create multicultural, counter-hegemonic media literacy that promotes healthy moral development.

So Sexy, So Soon: Impact of Sexualization on Young Children Diane Levin, Wheelock College The foundations for concepts about gender, sex and violence, interpersonal relationships, and similarities and differences among people are established when children are young. What happens in the world around them, including the steady escalation of sexual images in media, popular culture, toys and other product marketed to young children, affects the ideas that develop .

This presentation will use stories from parents and teachers about young children's efforts to makes sense of the sexual content in the world around them to explore how it is affecting their ideas, attitudes and behavior, and strategies for promoting healthy development and behavior in today's world

(Re)Negotiating Gender in an Image-based Society Gail Dines, Wheelock College This paper will examine ways in which media images construct notions of masculinity and femininity for adolescents. Using cultural studies, we will explore how adolescents living in an image-based culture, controlled by corporate interests, are increasingly constructing gender identity through consumption. From body piercing to tattooing, the emaciated female body and the steroid-induced muscular male body are now sites of conformity, rather than resistance, to traditional gender stereotypes that serve to limit the human potential of boys and girls.

Fore grounded will be the ways in which expectations of femininity and masculinity are impossible to meet and failure to conform often causes a deep sense of shame and self-loathing.

Media Literacy as a Transformative Practice: The Youth Voice Collaborative Project.

Susan McDonald, YWCA Boston's Youth Voice Collaborative

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Media literacy is one method for helping communities organize for a more democratic media system. Towards this end, the Youth Voice Collaborative Project, an innovative after school program, uses media to engage young people in a conversation about the nature of America as a multicultural society. This presentation will focus on the aims, methodology and successes of YVC in its work with youth aged 13-19, from all over the city of Boston. We Will also explore our interactive workshop, which provides participants with techniques that couple critical examination of media images with action they can take in their lives and their communities to work towards making media more reflective of our multicultural society.

4:30-5:30

Symposium

Minute Man

Children's and Adolescents' Understanding and Questioning of Relationships, School, and Society Chair: Maria D. LaRusso, New York University This symposium will present three mixed methods studies of children?s and adolescents' social awareness and social questioning in the context of schools. The first paper will describe a developmental approach to evaluating school-based character education programs. The second paper will present findings from a study that explores how children come to understand multicultural literature and how they construct their own meaning of issues of social justice.

Finally, the last paper will present an analysis of early adolescents' critiques of school culture, interpreted through a developmental model that connects levels of social perspective coordination with levels of social context.

Developmental Evaluation of School-Based Character Education Programs Author: Lym1 Hickey Schultz, Harvard Graduate School of Education The focus of this presentation is an approach to evaluating school-based character education programs that pairs quantitative with qualitative measures based on developmental theory that identifies the capacity to differentiate and coordinate the social perspectives of self and other to be central to treating other people in respectful and ethical ways. The quantitative analysis features a measure of psychosocial maturity-the Relationship Questionnaire (Rel-Q). Data from the RelQ on 1200 students in grades 4 through 12 were used to explore this multiple choice assessment's usefulness as a tool for evaluating school-based character education programs.

Qualitative interviews with character education program and school staff are used to identify program characteristics that led to significant growth in students' psychosocial maturity as assessed by the Rel-Q. Understanding Multiculturalism: Is it a Matter of Social Awareness or Literacy?

Author: Amy J. Dray, Harvard Graduate School of Education How do children come to understand multicultural literature in the classroom? What helps them construct their understanding-their literacy skill, their social awareness, their culture, or something else entirely? This paper presents findings from a mixed methods study that begins to

53

unpack these questions. The quantitative findings suggest that children's comprehension of multicultural literature is influenced by their understanding of social issues-their social awareness-even controlling for their reading skill. Qualitative analyses explore how they construct their own meaning of issues of social justice when they read about them in fiction.

Early Adolescents' Critiques of School Culture: A Developmental Interpretation of Social Context Author: Maria D. LaRusso, New York University This paper presents a mixed methods study of the interconnection of development and context underlying adolescents' interpretations of relationships. Results indicate that a school's social atmosphere plays a significant role in determining whether young adolescents interpret relationships with a cautious trust referred to as adolescent skepticism or by a rigid mistrust referred to as adolescent cynicism. Students' critiques of school culture (including relationships among students and teachers, as well as school disciplinary practices and policies, such as zero tolerance) are interpreted through a developmental model that connects "levels" of social perspective coordination with "levels" of social context.

4:30-5:30

Symposium

.

Mt.Vernon

Promoting Altruism in the Classroom Chair: E.H.Mike Robinson, III, University of Central Florida This session is meant to provide participants with ideas for promoting altruism in the classroom.

Altruism is the purest form of caring--the umbrella under which all other pro-social behaviors are generated and developed. This session will give the theory and philosophy for creating a classroom of altruistic behaviors and practical implications for educators and counselors.

Promoting Altruism in the Classroom Authors: E.H. Mike Robinson, III, University of Central Florida Jennifer Curry, University of Central Florida This paper is meant to provide readers with ideas for promoting altruism in the classroom.

Altruism is the purest form of caring--the umbrella under which all other pro-social behaviors are generated and developed. This session will give the theory and philosophy for creating a classroom of altruistic behaviors and practical implications for educators and counselors.

Infusing Altruism Into the School Climate Authors: Jennifer Curry, University of Central Florida E. H. Mike Robinson, III, University of Central Florida This manuscript gives a theoretical understanding of altruism. Information about the current school climate in America is given as well as implications for fostering a positive school climate through the promotion of altruism. Creative suggestions for activites that enhance altruistic opportunity and a caring school community are given for teachers and counselors.

54

Caring and the Community Authors: Jennifer Curry, University of Central Florida E. H. Mike Robinson, III, University of Central Florida This manuscript is designed to look at pro-social behaviors from a multi-systemic approach.

Educators and counselors are called to develop a rationale for values education and implications for engaging stakeholders throughout the education system are given.

Reconstructive Ethics: Toward a Mutual' Recognition of Individuals and Groups Author: Nancy Bouchard, Universite du Quebec a Montreal Until now, the choices made in ethical subject's education fit in one or the other of two major ethical perspectives: Either a pragmatic, contextual vision or a transcendental, procedural vision.

For our part, although these two perspectives tend to oppose, we consider them as both necessary to develop an ethical perspective of the mutual recognition of individuals and groups, and that we would be wrong no to try to combine them. Then, we propose the Ferry's reconstructive ethics, like a most interesting way to integrate approaches traditionally considered incompatible, to constitute a mega-approach in ethical subject's education.

4:30-5:30

Symposium

Gutman 302

When Worlds Collide: Counseling Court Involved Youth through Moral Transitions Chair: Shelby Stephan Hardy, Suffolk University Discussant: Robert Kinscherff, Massachusetts Department of Mental Health Our developmental framework helps to explain how youths grow susceptible to, get entrenched in, and ultimately differentiate from gang involvement. It recognizes the validity of two seemingly disparate cultural and moral worlds; main stream and street society. When dominant cultures don't answer the developmental needs of children from minority cultures, low socioeconomic status, and insecure families, these children often look to gang involvement to compensate. As their dependency on the gang grows, it becomes increasingly difficult for these youths to explore alternative moral cognitions and behaviors. A traumatic collision between these two worlds, often in the form of an arrest, can provide court clinicians and gang involved youths the opportunity to co-construct a new, adaptive understanding of morality to help guide future choices.

Developmental Paradigms for Understanding the Drive toward Gang Involvement Authors: Samuel Sinclair, Suffolk University Joshua Smith, Suffolk University Minority youth, while born into a larger society which holds specific moral, social, and developmental demands, are often embedded within a social context where peers, gangs, and communities dictate a contrasting set of norms. While these youth are expected to adhere to the demands of a dominant society, they are not afforded adequate support at the community level to

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do so. How youth make meaning of this conflict will affect how they enter into new experiences.

Many marginalized youth come to understand their situation as unjust and insecure. This understanding perpetuates their need for meaning and drives them to seek identity elsewhere, often through gang involvement.

Impasse to Individualism and the Beginnings of Gang Life Authors: Amy Allgair, Suffolk University Anne Miller, Suffolk University When the dominant society fails to satisfy the developmental needs of youth, localized communities can step forward to do so. Street gangs are well aware of marginalized children's search for community. They understand that youth of different ages are driven to gangs to satisfy different developmental needs and they structure their recruitment policies accordingly.

Children seeking out nurturance and stability may internalize the morals of gang life differently than adolescents who are seeking agency and autonomy. Gangs offer all youth the assurance of a concrete moral system, rewarding rule adherence and denigrating individual interpretation. ¡ They foster an insecure dependence on the gang that usually keeps youth from questioning its authority.

Clinicians and Court Involved Youth Bridging Moral Transitions Together Authors: Shelby Stephan Hardy, Suffolk University Lisa Iguchi, Suffolk University When the worlds of main stream and gang societies collide, gang involved youths often experience a conflict between the expected and actual outcomes of their behavior. This "collision" often involves cognitively- and behaviorally-mediated moral decisions. When court involvement accompanies this collision, it can either facilitate a resolution and moral development or neglect the conflict and abandon the youth to old maladaptive coping mechanisms and social networks. Court clinicians are uniquely positioned to introduce Kohlberg and Kegan's theories to the existing probationary model. They must support and challenge youths to fashion bridges that unite different stages of moral reasoning in dialogue and promote moral development. Ultimately, community agencies must be involved.

4:30-5:30

Paper Presentation

Gutman 303

Winning at any Cost: Coaches Talk about spoiled Athletes Authors: Debora Liddell, The University oflowa John Westefeld, The University oflowa Nicholas Colangelo, The University oflowa Angela Kellogg, The University of Iowa Jill Pearson, The University ofMinnesota Coaches and other elders play an important role in the lives of high school athletes. But what do those high school coaches say about the high ability athlete who presents behavioral problems off the field? This paper reports on data from 11 in-depth interviews of award-winning coaches.

Particular interest is given to their perceptions of the gifted, but spoiled, high school athlete - the

56

environmental pressures, and the role of teachers, coaches, and parents to facilitate the development of their character.

Moral Reasoning in College Athletes Authors: Valerie Gin, Gordon College Scott Allenby, Gordon College Sport educators claim to develop moral values; however, little empirical research supports this claim. Can intentional efforts such as athlete-led small group discussions or a sport and character course affect moral reasoning in college atHletes? The Rudd Stoll Beller Hahm Values Inventory (RSBH) indicated that moral reasoning increased significantly among participants in discussion groups and the Sport and Character course but declined for student-athletes who were not participants in these groups. The study supports previous studies in the decline of moral reasoning levels in college athletes and adds new evidence that intentional efforts can affect moral reasoning levels.

Importance of Realistic and Constructive Arguments in Education, against Military Action in International Conflicts Author: Juan LaLlave, Harvard Medical School & University of Konstanz, Germany Acceptability of pro and con-arguments before the Iraq war is analyzed using an EQ comparable to Lind's MJT. We compare acceptability of arguments with factors: perceived as realistic or illusory; felt to evoke constructive or destructive feelings; agreement bias or reliance on internal principles. Prospect theory - the heuristics of risk aversion in domain of gain & risk taking in the domain of loss- is discussed relative to factors' effect on acceptability. Acceptability increases when arguments represent a gain by seeming realistic or evoking constructive feelings and decreases when representing a loss by seeming illusory or evoking destructive feelings.

4:30-5:30

Paper Presentations

Gutman 306

How Teachers Can Help American Children Develop Their Ethical Voice Author: Rosanna Pittella, Monmouth University There are simple, practical, and powerful ways to familiarize students from pre-k through high school with the language and concepts of ethics without additional significant subject load. The integration of ethical concepts, language, and vocabulary in the American classroom allows children to absorb standard pedagogy while learning to identify its ethical contexts and develop their own ethical voices. Based on research of current and past pedagogy, classroom observations in public and private schools, and the work of behaviorists, Piaget, Kohlberg, and Gilligan, this presentation includes techniques and materials designed for intentional teachers of students from pre-k through secondary school.

Who's Right Anyway? Beyond the Wall of Oppositional Thinking Authors: Sharon Thornton, Andover Newton Theological School Rosalie M. Romano, Ohio University

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How children learn to make ethical judgments regarding their own culture is "caught" as much as it is "taught". This means, as educators, we must pay as much attention to the so-called "null curriculum" as we do to objective goals and strategies for reaching them. The historical ethos within which we teach, the classroom composition and environment, and "who teaches what to whom" all enter into an assessment of how we engage each other and our children in critical ethical judgments at whatever level of complexity, and about what is right, and by implication, what is good.

An Analysis of Chinese Teachers' Responses to Preschool Children's Transgressions from ' the Social Domain Perspective Author: Jenny Y.P. Yau, Azusa Pacific University The purpose of this qualitative study was to examine how six Chinese preschool teachers in Hong Kong responded to young children's transgressions during free-play, and to analyze the impact of their responses on children's conceptions of social rules from the Social Domain perspective. Observations and in-depth interviews with the teachers revealed their strong conviction to "teach" children to comply with rules. To justify the wrongness of moral transgressions, teachers appealed more often to instill harmony and gain others' approval than to uphold principles of justice and fairness. Themes of teachers' perceptions were discussed in light of children's understanding of social rules.

4:30-5:30

Poster Session I

Terrace

A Measure of Remorse (Poster 1.1) Authors: Matthew Bradstreet, Saint Michael's College Sharon Lamb, Saint Michael's College This study is aimed at establishing a trait measure of remorsefulness. Participants attending undergraduate general psychology classes at St. Michael's College were given a new measure of remorse as well as the Narcissistic Personality Inventory (NPI) and the Test of Self-Conscious Affect-revision 3 (TOSCA-3). Intercorrelations between these three measures were obtaiened as a first step towards obtaining validity for this new measure. Correlation with the NPI serves to establish divergent construct validity for the measure. Convergent construct validity is thought to be established in the correlation of the remorsefulness measure and the TOSCA-3 which measures shame and guilt.

Gratitude and Indebtedness in Female Japanese University Students (Poster 1.2) Author: Takashi Naito, Ochanomizu University, Japan The author explored correlations of positive feelings (gratitude) and feelings of indebtedness when receiving others' favors with prosocial motivation, feelings of obligation to repay, scales of social extroversion (lOS-V), subjective wellness (SWLS), and disposition to experience gratitude (GQ-6). As the results, positive feelings correlated significantly with enhancement ofprosocial motivation and, on the other side, feeling of indebtedness correlated to feelings of obligation to repay. Positive feelings and GQ-6 had significant posjtive correlations with lOS-V and SWLS,

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while feelings of indebtedness and the indebtedness scale had a significant negative correlation with SWLS, but did not have a significant correlation with lOS-V. Dr. Seuss and Adolf: the Good Doctor's Take on Fascism and the Horrors of Turtle Stacking (Poster 1.3) Author: Emily Brostek, Colby College The world of Dr. Seuss, while superficially populated only with silliness and absurdity, actually deals with a number of serious and complex issues such as anti-semitism (The Sneetches and Other Stories), fascism (Yertle the Turtle ai'ld Other Stories), nuclear war (The Butter Battle' Book) and consumerism (How the Grinch Stole Christmas, The Lorax). This has led to some skepticism concerning whether Seuss's messages can be comprehended by an audience of young children. I have found that young children do possess the ability to grasp the problems and resolutions offered by Seuss, not because these issues are easily understood by children of this age group, but because Seuss skillfully presents them in terms young children understand.

Parental Attitude, Moral Orientation, and Moral Reasoning: A Study with Turkish Students (Poster 1.4) Authors: Sevim Cesur, Istanbul University, Turkey Nilay Kuyel, The University of Texas at Austin, Educational Psychology Research shows that parenting style plays a substantial role in children's moral reasoning development (Walker & Hennig, 1999). This present study aims to explore the influence of parents' child-rearing attitudes on the moral orientation and moral reasoning of their children. In this study, the Measure ofMoral Orientation (MMO) (Liddell, Halpin, & Halpin, 1992) and the Defining Issues Test (DIT) (Rest, 1986) were completed by 60 Turkish undergraduate students (30 males and 30 females) and Parental Attitude Research Instrument (PARI) (Oner, 1996) was administered to their parents. The results show significant correlations between the tests and are discussed in terms of cultural and gender influences in the relationship between parental attitudes and the children's moral development.

Effects of a Deliberate Moral Education Program on Parents (Poster 1.5) Author: Chadwick Royal, North Carolina Central University Eighteen parents participated in a Deliberate Psychological Education program designed to enhance their moral judgment and indirectly influence the moral development of their children.

In a quasi-experimental nonequivalent control group design, their progress was compared to 19 participants in a no-treatment control condition. There was a significant change in the treatment condition on moral judgment and perspective taking measures and the effectiveness of generated solutions component of a problem-solving measure. The effect size for the moral judgment variable was large. The findings indicated that similar programs have potential for enhancing the moral judgment of parents.

The Development of social Competence in Interpersonal Conflict Situation (Poster 1.6) Author: Yayoi Watanabe, Hosei University, Japan

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The purpose of this study is to examine the development of social competence in interpersonal conflict situations like gossiping. Subjects were 1,415 among elementary school, junior high school, and high school students. They were given a questionnaire which asked them about their interpretations of friends' behavior, their own behavior, and their social skills in each conflict situation. Results showed that their social competence became increasingly complex and organized with age. This change seems to be related with social perspective coordination, views of friendship and repertories of social skills.

Role of Rhythmic Gymnastics in developing moral values in children (Poster 1. 7) Author: Maria Lins, University Federal Rio ~de Janeiro, Brazil

Research focuses on role of Rhythmic Gymnastics in developing moral values in 4-10 years old children. Theoretical basis was Macintyre's book "After Virtue". Moral values were Justice, Dialog, Respect and Share. Phenomenological understanding of RG as a practical activity according to Husserl was also a theoretical basis. Objective was help teachers plan RG program.

Children were divided in four groups. Each group had exercises twice a week during a year. I 0 different activities were proposed in order to give them opportunity to develop the four listed values. Results show that it is possible to achieve these moral values through RG. The God of the Missionary Kid: Where Does He Come From? (Poster 1.8) Author: Erin E. Olson, Gordon College

Research on missionary kids (MKs) shows that they often view their parents differently from non-MKs. Research also shows a correlation between the parenting style that children perceive their parents using, their idealization of their parents, and their God-concept. Do MKs' differences in parental perception influence their perception of God? Parenting style, Godconcept and parent idealization measures were administered to thirty-six college students, including fourteen MKs. MK and non-MK groups differed in their God concept, but these differences were not significantly related to parenting style, parent idealization, or parent perception. Further research is needed to clarify possible influences on MKs' God-concepts.

Gender Differences in Police Work Performance- Moral Reasoning: Ability or Personality?

(Poster 1. 9) Author: Gisela Gracioso, Institute Superior de Policia Judiciaria e Ciencias Criminais, Portugal

The purpose of our study is identifying gender differences, especially concerning moral judgement competence, which are relevant to police role. We intend to understand if moral judgement competence (measured by the Moral Judgement Test) is preferentially related to the individual's personality (evaluated trough the NEG-Personality Inventory-Revised) or cognitive abilities (measured by the Managers and Graduate Item Bank).

A validation of the MJT to police context is also being conducted. Apparently candidates to police force prefer Kholberg's 4th stage of moral reasoning, presenting a mean C_index of25,5.

Significant gender differences were not found for moral judgement competence or stage of development.

Do Immortals Take Risks? (Poster 1.1 0)

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Author: Kristelle Lavallee, Gordon College Individuals who are aware of their own mortality and also feel a sense of continuity and lastingness are said to possess a sense of symbolic immortality. The Sense of Symbolic Immortality Scale (SSIS) has been studied in connection with a sense of Purpose In Life and the two correlate positively (Drolet, 1990). In order to test the hypothesis that the sense of symbolic immortality affects the activities one participates in, the SSIS was administered along with the Sensation Seeking Scale (SSS) (Zuckerman, 1979) to twenty-nine young adults. Results show that no significant correlation between the SSIS and the SSS exists, regardless of sex, order of questionnaire administration, or response bias. However, the study coincides with Drolet's (1990) hypothesis that one's sense of symbolic immortality increases with age and also confirmed Drolet's findings that the SSIS is a reliable test for assessing one's propensity for believing in an existence beyond their earthly finitude.

Academic Achievement and At-risk Middle School Students' Perspective of Support (Poster 1.11) Authors: Elisha A. Chambers, University of Missouri- St. Louis Michael Hylen, Francis Howell Union High School James B. Schreiber, Duquesne University Schools are investigating approaches such as Character Education, to improve school climate and student time-on-task and, consequently, achievement. Keeping with the GEP principles, this research examined how at-risk middle school students' (n = 7,834) perspectives of support influenced achievement. Parental (coefficients= .20 to .57, p < .000) and peer support (coefficients= .19 to .90, p < .002 and .000) were positive. However, there appears to be a negative impact for counselor support (coefficients= -.26 to -.63, p < .000). Lastly, teacher support was not significant. These finding are somewhat surprising with a 25-year history noting the importance of support in schools; thus, further investigation is warranted.

Refugees in Shanghai (1939- 1949): Experiences of Misrecognition and the Development of a Cosmopolitan Self-Concept (Poster 1.12) Author: Wiebke Lohfeld, Bates College The Poster will give an overview on my current research project about German Jewish Emigrants who fled to Shanghai in the late 1930s. The project is concerned with both the reconstruction of the emigrants' biographies and the generation of their exper~ences of misrecognition in order to grasp their cultural and national self-concepts. Therefore I do qualitative text-analysis of 74 interviews with Shanghai refugees. As an example I will present the case study on Alfred Federer who grew up as an adolescent in Shanghai. His experience of misrecognition (to be not recognized as a whole human being as a Jew in Germany and a¡ refugee in Shanghai) led to a cosmopolitan self-concept, what seems to be typical for this group of German Jewish Refugees.

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Friday, 5:30-7:00

5:30-7:00 Ballroom 5:30-7:00

Geo. Wash.

Simultaneous Poster Session

II

Terrace

Adolescent Girls' Coping with Relational Aggression (Poster 2.1) Authors: Alison Remillard, Saint Michael's College Sharon Lamb, Saint Michael's College

The present study, involving 98 female middle and high school students, examined coping strategies for relational aggression. Results indicated relationships between hurt feelings and passive and avoidant coping strategies. Seeking social support was the only significa!Jt coping strategy for girls who felt closest to their friends after the aggression.

The impact of recalling past moral decisions on self-esteem (Poster 2.2) Authors: Jenny D. Horch, University ofWinnipeg Kristine L. Hansen, University ofWinnipeg Lisa Sinclair, University ofWinnipeg

156 participants who had reported that their self esteem was either greatly or minimally contingent on their perceived virtue recalled a past moral dilemma. Those who recalled doing the right thing scored significantly higher in self esteem immediately following dilemma recall than they had on a previous baseline measure, while those who recalled doing the wrong thing scored significantly lower. There were no significant effects related to virtue-contingency. Reported guilt as a consequence of moral failure was significantly negatively related to post-recall selfesteem, while reported pride due to moral success was significantly positively associated with helping behavior.

Ethical Vegetarianism as Cultural Critique: Adolescent Perspectives (Poster 2.3) Authors : Benjamin J. Lovett, Syracuse University Alexander H. Jordan, Stanford University

Ethical vegetarianism, a practice often begun during adolescence, may be a form of cultural critique. In this qualitative study, vegetarians who began this practice as adolescents completed open-ended surveys that assessed demographic characteristics, food avoidance patterns, events motivating vegetarianism, current and past reasons for vegetarianism, and current and past sociopolitical attitudes. Results generally supported a "cultural critique" explanation of vegetarianism, although alternative interpretations are possible. Implications for the social domain theory of moral development are discussed.

How are people with a moral identity different? (Poster 2.4) Author: Elyse Warren, Teachers College, Columbia University

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Narvaez, Hagele, and Lapsley (in press) view the moral identity in terms of chronically accessible moral knowlege. How are "moral chronics'' different from non-moral chronics? In order to determine the relationship between theoretically derived components of morality and moral chronicity, cognitive, affective, and personal factors were assessed. Structural equation modeling was used to determine the relationship between these variables and moral chronicity as determined by the Higgins, King, and Mavin ( 1982) chronicity paradigm. Implications for moral education are discussed.

Gratitude as a core moral element (Poster 2.5) Author: Fumiyuki Ohnishi, Yokohama City' University, Japan There have been increasing concerns on gratitude in psychology, especially moral and positive psychology.Dr.Shinichiro Nishi(1873-1943) proposed that gratitude integrates moral elements?Abenevolence and wisdom and an expression of gratitude is morality. In the present paper, I introduce the process of how the gratitude could be made a central role in morality and how it could be developed. I analyze a sutra of weighting parental virtues and propose how to develop morality in children and youth.

Class norms and moral atmosphere: Results from a pilot experience (Poster 2.6) Authors: Andres Molano, Universidad de los Andes, Colombia Enrique Chaux, Universidad de los Andes, Colombia The collective construction of class norms represents a great opportunity to promote a caring and inclusive moral atmosphere in the classroom. In this presentation, results from a pilot experience inspired by the Just Community approach to class norms will be presented. Weekly meetings were held in a sixth-grade classroom with students from poor socio-economic backgrounds in Bogota, Colombia. Group-level discussions about real cases of aggression in the classroom led to the collective construction of class norms. Qualitative analyzes of the process and quantitative analyses of the impact on moral judgment, moral atmosphere, caring relationships and empathy will be presented.

The Influence of Personal Relational Attitudes on Rights Allocation (Poster 2. 7) Authors: Anna Gomberg, University of Notre Dame Darcia Narvaez, University ofNotre Dame Tonia Bock, University of St. Thomas Previous research has described moral thinking as a combination of two forces, moral judgment developed from experience and education and cultural influences that shape ideology (Narvaez, Getz, Rest & Thoma, 1999). This study examines the relation between attitudes towards human rights, a type of moral thinking, and attitudes towards interpersonal relationships, specifically both towards the family and beyond the family. Two perspectives on rights are examined in this study: a preference for restricting or reserving human rights for certain groups and a preference for widespread rights distribution. Results from college students at two campuses are presented.

From Developmental Theory to Classroom Application (Poster 2.8) Authors: Stacey Hom, UniversitY of Illinois at Chicago

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John Farris, University of Illinois at Chicago Eric Levy, University of Illinois at Chicago Carrie Jarvis, University of Illinois Chicago and Vernon Hills High School Anthony Shaker, Benito Juarez Community Academy One of the most defining and enduring purposes of public education in the United States has been to prepare youth (or future involvement as productive and contributing citizens in a democratic society (Levesque, 2000). This process involves a tension between socializing youth to the nmms, values, and traditions of adult membership in society and encouraging youth to critically evaluate the cultural norms, traditi~ns, and values that are handed down to them. These two goals, however, are often at odds with one another and create a complex set of issues that classroom teachers must negotiate. Described in this workshop are four projects in which in- and pre-service teachers negotiate this tension within a curricular project that draws on developmental theory and research,

Koreans Morality on a Quite Different Perspective (Poster 2.9) Author: Sunghun Kim, The University of Texas at Austin Cross-cultural studies on Korean moral phenomena have been largely focused on simple comparisons between the results of the Western moral trends and Korean ones in moral psychology. The purpose of this research is to qualitatively explore the meanings of jÂŽmoralityj- for Koreans. Ten Korean graduate students in a university in the US are invited for unstructured, open-ended interviews. The series of social gatherings of Korean graduate students in the same university are targeted for several participant observations. Grounded theory is the key framework guiding the direction of this study and the basis of the analyses and interpretations of data.

The Role of Reported Emotion in Real-Life Moral Dilemmas Among Norwegian Young Adults (Poster 2.10) Authors: Eva Skoe, University of Oslo Nancy Eisenberg, Arizona State University Siri Neset, University of Oslo To form a more complete picture of the complexity that underlies human morality, the relation between emotion and moral thought in 209 Norwegian men and women was examined.

Participants rated the difficulty and importance of a real-life moral dilemma and their feelings while making decisions about the dilemmas. The responses on these dilemmas also were scored for their care orientation. Results showed that feeling empathic anger and sympathy were uniquely positively related to dilemma importance and to care, whereas feeling upset and empathic anger were positively related to dilemma difficulty. Relational real-life dilemmas evoked more emotions than did non-relational ones. Women scored higher than men on dilemma difficulty, feeling remorse and care orientation when considering real-life moral conflict situations.

Attending a "Just Community" School (Poster 2.11) Authors: Jason J. Barr, Monmouth University

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Ann Higgins-D' Alessandro, Fordham University

The current study was conducted in a traditional public high school, which houses a Just Community high school within it. The Just Community approach to school democracy involves an effort to develop more responsible moral action as well as improving moral reasoning. At the core of this practice is the idea of participatory government - one person, one vote - whether student or teacher in dealing with issues of fairness and community. This research investigated whether attending such a school environment, through the increased opportunity for students to empathize with other members of the school community, fosters the development of empathy, which would support more frequent altruistic behaviors compared to students attending a more traditional high school.

The Impact of Hurricane Stress: Do the people of the United States respond differently to hurricane stress than people on Cuba? (Poster 2.12) Authors: Edward E. Moody, Jr., North Carolina Central University Chadwick Royal, North Carolina Central University This poster examines the impact of the 2004 hurricane season upon a Cuban and a South Florida population. Both populations experienced the same storms and completed a Survey of Hurricane Stress 8-12 months after the storms. Participants rated the level of stress they had experienced as well as their most prevalent stressful symptoms over the past few months. Additionally, both samples rated the impact of their community and support system regarding how helpful they were with their own recovery.

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SATURDAY, NOV. 5, 2005 1 8:00-9:00

8:00-9:00

Demonstration

Cape Cod

Hurt-Free Schools: _Teaching Young Children a Universal Language of Peace Author: Christina Mattise, Penn State University I founder Hurt-Free Schools Schools worldwide face rising concerns about bullying and the fear of violence. Globalization brings children from many cultures together, blurring or diluting traditional expectations for their behavior. Unless educators work creatively to fill these gaps with new and positive realities, aggression and violence may well fill the void. How can schools build skills for honoring all cultures as global hostility and suspicion spread in ever-widening circles? Throughout the United States and South Africa, Hurt-Free Schools is teaching children a universal language of peace based on every child's right to feel safe, accepted, and free in school.

8:00-9:00

Demonstration

Minute Man

EQUIP for Educators: Teaching Children (Grades 5-8) to Think and Act Responsibly Authors: Ann-Marie DiBiase, Brock University John C. Gibbs, Ohio State University EQUIP for Educators (EFE) is a psychoeducation program that seeks to remediate the limitations widely evident among students at risk for antisocial behavior. These limitations can be characterized as three socially problematic "Ds ": (a) developmental delays in moral judgment, (b) self-serving cognition distortions, and (c) social skill deficiencies. These problems are interrelated, and so are the components of EFE. The components can remedy these delays, distortions, and deficiencies by equipping at-risk students with: (a) mature moral judgment (Social Decision-Making), (b) skills for managing anger and correcting self-serving cognitive distortions (Anger Management), and (c) social skills for balanced and constructive social behavior (Social Skills)

8:00-9:00

Workshop

Mt. Vernon

A Workshop on the lEA Civic Education International Data as a Resource for Moral Education Research Authors: Judith Torney-Purta, University of Maryland Carolyn Barber, University of Maryland The workshop will introduce data available from the lEA Civic Education Study, which tested 140,000 14-19 year old students in 29 countries (including Australia, England, the United States, Israel, 4 Nordic countries, 7 other Western European countries, 11 post-Communist countries, 2 Latin American countries, and 1 Asian country). Nationally representative samples were tested in 1999. A 4-year process led to a psychometrically strong instrument dealing with the civic

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dimensions of youth development. The U.S. data (with national option questions) and tQ.e international data are available for secondary analysis.

Presentation 1: Description of the Project and the Data Base: Judith Torney-Purta, Professor of Human Development at the University of Maryland, and International Chair of the lEA Civic Education Study, will describe the conceptual basis for the study and analysis completed. She will suggest how the data can be used to address civic and moral development. The database includes questions about home background, efficacy in school participation, voluntary organization membership, protest participation, perceptions of the classroom, and attitudes.

School data (e.g. incidents of racial intolerance) and teacher data (e.g. student vs. teacher centered methods) are included.

Presentation 2: Conducting Analysis: Carolyn Barber, a Doctoral Fellow at the University of Maryland who works with CEDARS (Civic Education Data and Researcher Services), has been a major contributor of analysis to recent publications. She will lead participants through use of the database (including the code book).

8:00-9:00

Workshop

Terrace

The Moral Debate: Engaging students in the Paideia Seminar Authors: Janis Flint-Ferguson, Gordon College Donna Robinson, Gordon College This workshop allows participants to engage in an instructional strategy that motivates students to think critically while connecting evidence, research and opinion in an active debate structure.

The Paideia Seminar method stimulates and engages student interest in moral and ethical questions while promoting synthesis, elaboration and evaluation through guided dialogue. We will introduce the theory and rationale for the concept and the process of the Paideia Seminar structure in an interactive simulation.

8:00-9:00

Symposium

Gutman 302

Rating Ethical Cont~nt in Children's Media Chair: Darcia Narvaez, Notre Dame The media have never been more pervasive or powerful in the lives of children. Researchers, community members and parents are mobilizing to build tools to help children and families skillfully navigate the influence that media can have on the moral development of chiidren. This symposium presents the Rating Ethical Content System to evaluate the ethical content of children's media, including books, videos and television. Content analysis, children and college student ratings of popular children's books and shows are presented.

How good are children at rating the ethical content of moral stories?

Author: Anna Gomberg, Notre Dame Rebecca Walter, Notre Dame

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Kathleen Zadzora, Notre Dame Darcia Narvaez, Notre Dame The Rating Ethical Content System (RECS) was developed for adults, but the question remains whether children can recognize moral themes in media with the same competency as adults. The current study aims to test a modified version of the existing scale (RECS-K) for use by children in order to determine whether children can recognize ethical elements in a story. This presentation will focus on trends in the data regarding age and gender as well as address the more general question of whether children are able to identify moral themes from these stories using the RECS- K. Does Medium Matter? Comparing Ethical Content Ratings of Text and Video Versions of Stories Authors: Darya Orlova, Notre Dame Anna Gomberg, Notre Dame Mary Squillace, Notre Dame Darcia Narvaez, Notre Dame The Rating Ethical Content System (RECS) provides a systematic method for rating the positive content of stories, based on the Four Process model of ethical behavior (Rest, 1983): ethical sensitivity, ethical judgment, ethical focus and ethical action. We present data from an experiment in which college students and children rated the ethical content of a video version or a book version of the same story. We used the children's stories Arthur's Computer Disaster and The Trouble with Friends. Comparative results are presented.

Spongebob and Fairly OddParents: Moral messages in children's television programming Author: Rebecca Glover, University ofNorth Texas Past research utilizing content analysis has indicated moral messages conveyed in adult television programs have included positive messages of perspective-taking, apology, forgiveness, help/nurturance, affection, kindness, and healthy anger as well as negative messages of anger, deception, egocentrism, "dissing," prejudice, and threats. In addition, adult programs appear to include more negative messages than positive. This presentation will focus on moral messages identified in children's television programs, specifically Spongebob Squarepants and The Fairly OddParents. Using the same coding scheme developed for use with adult programming, episodes of these two children's programs will be analyzed to explore the content of their moral messages.

8:00-9:00

Paper Presentations

Gutman Al

Activation of values and empathy related to moral judgments, emotions, and actions Authors: Klaus Helkama, University of Helsinki, Finland Liisa Myyry, University of Helsinki, Finland The effects of activation of universalism values and of empathy on reported type of real-life dilemma, empathy and moral emotions, and reported morally relevant behaviors were examined

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experimentally. Preliminary analyses of the data suggest that the activation of universalism values increased the likelihood of reporting prosocial dilemmas (relative to antisocial dilemmas), empathic concern, and consistency between values and moral behaviors. Empathy activation increased empathic concern. More results will be presented at the conference.

Could They Conclude Otherwise? Conceptions of Mercy and Moral Psychology Authors: Julio Rique, Northern Illinois University Cleonice Camino, Universidade Federal da Paraiba, Brazil Rivka Witenberg, University of Melbourne, Australia This study examines the concept of mercy in moral psychology. We claim that mercy or merciful reasoning is not reducible to any of the models of justice reasoning (Kohlberg, 1981, 1984), care (Gilligan, 1982), or forgiveness (Enright, Santos, & Al-Mabuk, 1989). A psychological conception for mercy will be presented. A study will be conducted to investigate the quality of judgments that might be considered merciful reasoning and the influence of demographical and developmental variables in those judgments. We believe that studies on mercy will add to the literature in moral development and education.

Children's Conceptions of Agency and Morality: Making Sense of the Happy Victimizer Phenomenon Author: Bryan Sokol, Simon Fraser University This paper explores a puzzling aspect of young children's reasoning about the emotional consequences associated with harming others - or what, in the moral development literature, has become known as the "happy victimizer phenomenon." Past research on this so-called "phenomenon" has consistently found a strong tendency among most 5-, but not 7-, year-olds to imagine that those who get what they want by victimizing others will experience only positive, or "happy," emotions. Despite an otherwise good showing on alternative measures of moral understanding, such young children regularly appear to leave sadness, guilt, or remorse out of the picture. Three studies are discussed.

8:00-9:00

Paper Presentations

Gutman A2

Perceptions Concerning the Character Education of College Students Author: Chris Ray, Oklahoma State University The focus ofthis study was to examine the perceptions of university faculty, staff, and students concerning the character education of college students. Participants completed two Q-sort procedures of 48 items each, resulting in three distinct factors. The position of factor A, formal learning, emphasizes the traditional learning process for character education. Factor B, or judicious learning, asserts that character education is accomplished in settings that focus upon justice and order. Members of guided learning, or factor C, emphasize the importance of utilizing role models and other authority figures to prepare students for their future roles in society.

Systemic Virtue Ethics and Moral Psychology

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Author: Stuart Hammond, Simon Fraser University Virtue ethics is a form of moral psychology that focuses on moral behaviour. Its reliance on character traits subjects virtue ethics to the same situationist critique that assailed personality psychology. A proposed solution is a systemic approach to virtue ethics, relying on emergent properties. This is discussed in terms of its implications for learning, cooperation, and dissent.

Teaching Intellectual Virtues Author: Heather Battaly, California State University Fullerton By integrating work in contemporary virtue epistemology with that in the philosophy of education, I provide an explanation of how intellectual virtues can be taught. I begin with an analysis of Aristotle's notion of teaching. I suggest that his notions ofteaching and habituation are not as far apart as he leads us to believe in Nicomachean Ethics II.l. I then provide an overview of the three main accounts of the intellectual virtues in contemporary virtue epistemology. Finally, I suggest some classroom strategies that professors can use to encourage our college students to acquire intellectual virtues.

I Saturday, 9:15-10:30 9:15-10:30

An Introduction to AME for Newcomers

Gutman A3

The Center for Moral Development -- From Kohlberg and Kuhmerker Arranger: Bill Puka In the 1970s, The Center for Moral Development was established at Harvard under the auspices of Lawrence Kohl berg. AME grew out of this center's research and its application to education. At this session, those who were "founding researchers" there (e.g., Anne Colby, Bob Selman, John Gibbs, Dan Candee, Betsy Speicher, Laura Rogers, Ann Higgins, Bob Kegan, Clark Power) will speak of the unique work accomplished there. Sustaining researchers (such as Dwight Boyd, William Damon, AI Erdynast, Andrew Garrod, Dawn Schrader, John Snarey, Marvin Berkowitz, Mark Tappan) will also speak of the unique work experience provided by this team. Center participants included diverse groups from diverse disciplines including strong critics and observers from outside disciplines and nations (e.g., Mordecai Nisan, Fritz Oser, Augusto Blasi, Wolfgang Edelstein and Monika Keller). They viewed themselves as working for a morally elevated cause, made concrete in educational and prison interventions. Margot Stromm, founder of the FHAO, was a teacher in the original Kohlberg dilemma discussion classrooms.

She and many other original Center folk may also attend the session, though a few mentioned above may ultimately be unable to do so. This session will include a free breakfast to attendees and is not limited to newcomers.

9:15-10:30

Symposium

Cape Cod

On the Interrelation of Childhood, Moral Development and (Political) Biography

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Chairs:

Wolfgang Althof, University of Missouri- St. Louis Detlef Garz, , Johannes-Gutenberg-University Mainz, Germany

The symposium shall discuss the interrelation of biography, the development of identity and of a political biography, respectively. By means of analyzing historical and contemporary autobiographic documents of emigrants or politically committed persons, the papers will explore the ways in which personal experiences in childhood and youth as well as collective experiences contribute to an individual's construction of biography. They will especially focus on gender and the development of an ethical and political point of view.

The empirical material stems from two research projects, both directed by Detlef Garz at the University of Mainz, Germany. In these projects we analyze autobiographical documents from active national socialists on the one hand and, in contrast, from people who had been persecuted by (or stood in opposition to) the NS-regime, on the other. The manuscripts were written in the context of two prize-competitions, initiated by Theodore Abel in 1934 and by Allport, Hartshorne, and Fay in 1939.

Biographical Construction of a Political Gender Author: Axel Fehlhaber, Johannes-Gutenberg-University Mainz, Germany From an educational point of view, this paper will explore the biographical roots of genderconstruction in a manuscript written by a German emigrant. This material is taken from the Harvard-project introduced above. It shows how close personal and political items had been connected for this person. Following the method of objective hermeneutics a comparative analysis of some of the autlior's objective data as well as the opening lines of her manuscript shall be presented. It shows how the author, by transferring a specific gender constellation in her family to the political level, introduces the hidden main-theme of her biography: the problem of finding her own gender-identity 'Being different' - On constructing biography and missing its sense Author: Sandra Kirsch, Johannes-Gutenberg-University Mainz, Germany The paper presents on-going research concerned with the impact that experiencing. political and/or religious discrimination and persecution during childhood and adolescence has on the development of adult identity and personhood. The case that shall be presented centres the biography of a woman who as a child was forced to emigrate from Nazi Germany. Her mother was one of the participants in the Harvard-competition referred to above. The autobiographic interview with the daughter has been analyzed and interpreted with the method of objective hermeneutics (Oevermann). With a focus on the repercussions of experiences of separation and loss, as well as of moral crises, the paper explores the ways in which enforced migration and transition between different cultures may facilitate or constrain the formation of self-identity and of an autonomous, ethical point of view.

Moral Development: Patterns of interpretation (Deutungsmuster), moral voices, and the relation between private life and political biography Author: Nicole Welter, Humboldt University Berlin, Germany

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In this paper the probable relationship between personal experiences during infancy and adolescence and the constitution of a political point of view will be analysed exemplarily. The empirical material stems from the above mentioned prize competition, initiated by Theodore Abel. The analysis focuses on the question how the individuals construct a relation between their personal and family life, respectively, and their political biographies. A necessary aspect is the individual's construction of an identity, in which the connection between private and political life is constituted. The moral development to a moral identity plays a central role in this process.

To analyze this interrelation, the theory of patterns of interpretation (U. Oevermann) and the theory of moral voices (Bakhtin) will be used as heuristical frameworks.

9:15-10:30

Paper Presentations

Minute Man

Using Children's Otherness for Moral Education Authors: Elizabeth Baird Saenger, Ethical Culture Fieldston School Lillian Polite, Ethical Culture Fieldston School The stated categories ofrace, gender, sexuality, and ethnicity matter, but they are not the only ones of primary importance. "Age" automatically consigns our children to an "other" category.

And because our society is designed as a race, a zero-sum game with clear winners and losers, some have an edge to win in education and in life. How can we counteract the crucial role schools play in this race to get "more"? We offer suggestions of how to distinguish between doing well and doing right, and to actually teach the latter instead of just talking about it.

Facing up to adults: children's engagement with a moral dilemma Author: Frank M. Flanagan, University of Limerick, Ireland This presentation reports on the exploration of a children's novel (A Herd of Deer by Eilis Dillon) by a group of 10 to 12 year olds (pupils at an Irish elementary school). The report deals with the capacity of the children to engage fruitfully with a complex moral situation in which the principal protagonist's ambivalent moral situation sets him in opposition to the established values of a traditional community. Torn between his duty to his employer and his obligations of loyalty to a community which has befriended him Peter Regan is faced with a classic moral dilemma. In addition there are elements of racism and prejudice affecting his moral perceptions.

The report shows that a complex work of fiction which engages the child imaginatively and allows for close identification with a central protagonist has the capacity to challenge the child's preconceptions and to promote moral development in relation to plausible moral issues.

A Pedagogy of Questions: Philosophy for Children and the Creation of a Thoughtful, 'Generalized Other' Author: Matthew Schertz, Colgate University ¡ This paper focuses on the importance of engaging students in the process of asking philosophical questions so they may develop into thoughtful subjects who readily challenge rigid thinking.

The democratic, inquiry-based pedagogy utilized in the Philosophy for Children program allows students to create and analyze concepts, and facilitates the social construction of a reasonable, caring subject. I will examine the student as an aspiring gadfly, and argue that Philosophy for

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Children is a powerful method of moral education because it empowers arid challenges subjects through dialogue while simultaneously allowing participants access to the intellectually rich, idea-shaping arena of philosophical discourse.

9:15-10:30

Symposium

Mt. Vernon

Virtue in Culture: Hermeneutic comparisons across cultures Chair: Peter Hill, Biola University Theoretical approaches to the study of moral development increasingly highlight personal story and context when describing one's moral behavior. Narrative and dialectical models--2 approaches that have led to this emerging paradigm shift--allow little comparison crossculturally, as currently practiced. The papers presented here, in comparison, reflect a hermeneutic perspective. From this perspective, we describe the "moral landscape" (Taylor, ) our participants inhabit and their location within it--while recognizing our own moral situatedness-in such a way that cross-cultural comparisons are possible.

Khmer Buddhist and Christian: Qualitative descriptions of their moral landscapes Authors: Kaye Cook, Gordon College Paige Orton, Gordon College Dan Norton, Gordon College Diego Mendes, Gordon College Khmer Buddhists and Christians were interviewed using quantitative and qualitative measures including the Bicultural Involvement Questionnaire (quantitative), Schwartz Value Scale (quantitative and qualitative), and Virtuous Exemplar Interview (a qualitative measure developed

by Damon & Colby for their book Some Do Care). Hypotheses derived from a subset of questions on the Virtuous Exemplar Interview were tested using the other qualitative measures.

Findings are discussed wholistically and synthetically, recognizing religious and cultural differences.

Coming to Terms with Virtue: A Latent Semantic Analysis of Religion and Culture Authors: Peter C. Hill, Biola University AI Dueck, Fuller University The semantic structure of Khmer Buddhist, Khmer Christian, and American Christian respondents to the Virtuous Exemplar Interview was analyzed by Latent Semantic Analysis (LSA), a method used to extract and represent the meaning of words by statistical computations based upon their contextual-usage. Semantic similarity with Worthington's distinction between conscientious-based and warmth-based virtues was explored. Significant differences among the three groups were found with American Christians representing the highest level, and Khmer Christians representing the lowest level, of both conscientious-based and warmth-based virtues.

Post hoc analyses found that although all pairwise comparisons of differences between the three groups were significant (with the exception of Khmer Buddhist and Khmer Christian differences

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on warmth-based virtues), the Khmer Buddhists and Khmer Christians represented a more homogenous subset on both types of virtues than did either group with American Christians.

Values, Virtues and Hermeneutics: A comparison between Khmer Buddhist, Khmer Christian, and Caucasian Christian Authors: Brad Strawn, Point Lorna Nazarene University Scott Grover, Point Lorna Nazarene University A hermeneutical approach to psychology suggests that cultural context shapes the lived stories that individuals inhabit. Although different ~ultures may share similar virtues they will assign different levels of importance to these. This paper tests that hypothesis by comparing four groups using the Schwartz Value Scale. These four groups, Khmer Buddhists, Khmer Christian converts, Caucasian Christians from the west coast, and Caucasian Christians from the east coast, were asked how much they valued 51 values which were then grouped into 10 virtue sub scales.

Results are discussed in terms of the influence of cultural, religious and regional differences.

Hmong Narratives of Forgiveness: A qualitative study of cultural virtue Author: Steven Sandage, Bethel University Hmong Adults living in Minnesota who indicated they had experienced interpersonal forgiveness were interviewed. A grounded theory approach was nested within the larger framework of hermeneutical psychology in an effort to understand the cultural, relational, and moral dynamics articulated in these forgiveness narratives. Cultural themes were interpreted in relation to collectivism, acculturation, refugee systems, and filial piety. Participants made frequent use of cultural "folk wisdom" sayings. Descriptions of moral and relational ideals are interpreted in a comparative fashion with both dominant and culturally-accommodative models in social science literatures. Implications for community and clinical interventions with Hmong populations are considered.

9:15- 10:30

Paper Presentations

Terrace

The Skeleton of 'Race' in Liberalism's Closet Author: Dwight Boyd, Ontario Institute for Studies in Education of the University of Toronto Liberal political theory prides itself on its neutrality with regard to contingent aspects of personhood: the conditions under which one is born are ruled out as morally relevant to being owed full respect as a person and equal rights as a citizen. From this perspective, 'race' disappears as a problem that might be different from any other contingent aspect of an individual, such as height, innate potentials, or developed interests. This paper will seek to identify the different kinds of reasons why such a stance should be viewed with suspicion. Challenging what's "right" in this case requires first exposing the skeleton in our own closets insofar as we are shaped by the hegemonic discourse of liberalism.

Racial Socialization, Racial Discrimination, and Prosocial Behavior in African Americans Author: Sean Hill, Loyola University Chicago and Lewis & Clark Community College

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This presentation presents the results of a study that examined how specific types of messages dealing with racial socialization relate to one's reported frequency of experiences with racism; and then, the manner in which this unique relationship predicts the likelihood of someone behaving in a prosocial manner in various situations. Racial socialization was shown to be correlated with the perception of racial discrimination and the willingness to perform some forms of pro social behavior. This study implies the importance of moderate levels of racial socialization in shaping the outlook and behavioral outcomes of African Americans.

Holla If You Hear Me: Listening, Race, and Response Author: Audrey Thompson, University ofeJtah Drawing especially on research in sociolinguistics, philosophy of education, feminist theory, and African American pedagogy, this paper considers the cultural and political demands of listening across difference. Although much attention has been given to dialogue in progressive education, relatively little attention has been given to the role of listening. Here, I address listening as a moral practice that not only promotes but itself requires an understanding of cultural, political, and other differences. Specifically, I address the types of moral listening that are called for in anti-racist classrooms, both by teachers and by students.

9:15-10:30

Symposium

Gutman 302

What Fosters Critical Engagement in Civic and Sociomoral Issues? An International Perspective Chair: Helen Haste, Harvard Graduate School of Education The panel presents three international studies which address research questions about the factors which contribute to civic and ethically-related social engagement. These factors include school climate and classroom, community experience and value patterns. The papers draw on research from several different countries, providing both a diverse picture and also insight into cultural factors.

The material in the papers is of considerable relevance to research questions about the antecedents of socio-political and moral engagement and critique, and to practical questions about education policy in this highly topical area.

The Relationship between School Climate and Civic Learning: Implications for Moral Education Authors: ,Carolyn Barber, Doctoral Fellow, Department ofHuman Development, University of Maryland, College Park Judith Tomey-Purta, University of Maryland, College Park Gary Homana, University of Maryland, College Park In this presentation, we will explore how schools have the potential to foster civic learning and engagement. First, we will present a framework of seven characteristics of school citizenship climate that help students to develop the knowledge, skills, and dispositions necessary for

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informed participation in a democratic society. Second, we will present a multilevel statistical analysis of schools' influences on civic knowledge from the English sample of the lEA Civic Education Study. This analysis demonstrates how the impact of an open classroom discussion climate on civic knowledge, a precursor to meaningful civic engagement, can be influenced by the climate of the school (particularly levels ~fracial and religious intolerance). Finally, we will discuss how issues raised in both the theoretical and empirical discussions have implications for moral education broadly considered.

Cultivating Citizenship Awareness and Democratic Values: The School Community Author: Sigrun Adalbjamardottir, University of Iceland I will first report findings from a survey on the political activity of young Icelandic people (age 18-25) and of a case study on what adolescents (age 16-18) say it means to be a member of a democratic society. Second, I will describe projects conducted in Iceland this year that aim at promoting citizenship and moral awareness among children and young people. As teachers play a key role in this regard, I will focus on teacher professional development by presenting a case study of teachers' reflections on their role. These teachers work at a special 'mother-school' for teaching student democracy and human rights. In analyzing teachers' reflections on their aims, teaching strategies, and pedagogical visions, I introduce a new model of teacher professional development.

'I Want To Do More of This' versus 'No Thanks, Pal': British Young People's Engagement and Alienation in Relation to Sociomoral and Political Action Authors: Helen Haste, University of Bath, UK, Harvard Graduate School ofEducation, and Nestle Social Research Program Amy Hogan, University of Bath, UK, Harvard Graduate School of Education, and Nestle Social Research Program This paper presents data from a major nationally representative sample of over 1000 British young people which explores the relationship between identity, beliefs about democracy, experience of school, community and volunteer organisations, and actual and potential engagement in civic action. Indepth analysis of these data allow us to see the relationship between these personal, value and experiential variables and conventional civic and political action intention (such as voting or charity work), unconventional civic participation (such as protesting) and disengagement. The data allow us to identify and contrast groups of young people who are 'highly engaged' with a strong sense of efficacy and potential for critical involvement, with those who are 'alienated' and disaffected with civic and sociomoral issues, and to explore the factors which accompany these patterns.

9:15- 10:30

Paper Presentations

Gutman A2

Adolescents' judgments of academic cheating: Is it ever "right"?

Author: Jason Stephens, University of Connecticut Heather Nicholson, University of Connecticut Surveys indicate that academic cheating among students is widespread and growing. While the research literature is replete with correlational studies indicating who is more likely to cheat and

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under what conditions they are most likely to do so, we still know relatively little about how students make judgments about when to cheat or whether they believe doing so is ever justifiable.

Using data from in-depth interviews with an academically and ethnically diverse sample of high school students, the research presented in this paper begins to fill this void of student voices on academic cheating. ¡

How to change others' minds: The (prosocial) decisions of groups Author: Michaela Gummerum, Max Planck Institute for Human Development, Germany Monika Keller, Max Planck Institute for Human Development, Germany Masanori Takezawa, Max Planck Institute for Human Development, Germany This study interconnects research in economic game theory, group decision-making, and the development of prosocial actions in children. Groups of three children from third, sixth, or eighth grade had to decide how to allocate a given sum of money to another anonymous group of three.

This situation constituted a prosocial dilemma to each child and group, since groups could either decide to selfishly or give a substantial amount other group. This paper analyses the discussions within the groups during the group decision-making process. Results show that the social representation of the other group critically matters for allocation decisions of individual group members and for prosocial persuasion.

From the Sons and Daughters unto the Parents? Punishing Parents for their Children's Offense Authors: Leonie Le Sage, Vrije Universiteit, The Netherlands Doret De Ruyter, Vrije Universiteit, The Netherlands Several states in the United States of America and countries in Europe punish parents when their minor child commits a crime. When parents are being punished for the crimes committed by their children, it should be presumed that parents can be held responsible for the deeds of their children. The question we address in this paper is: for what can parents be held responsible? We will argue that parents can be blamed for the crimes of their children, not because they have the (negative) duty to 'guard' their children, but because they have the (positive) duty to see to it that the child develops in such a way that s/he becomes (more and more) a moral competent agent.

10:30- 10:45

Coffee Break

George Washington Ballroom

Saturday, 10:45-12:00 10:45 -12:00

George Washington Ballroom

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Special Plenary Address: Human Morality

Jerome Kagan is Daniel and Amy Starch Professor of Psychology at Harvard University. His research has addressed cognitive and emotional development in children, with a special concern for the role of temperament in personality and the understanding of moral emotions. His numerous books include The Emergence of Morality in Young Children, The Nature of the Child, Galen's Prophecy: Temperament in Human Behavior (1997), and the brilliant, provocative Three Seductive Ideas (1998) which devotes a chapter to the unique moral competencies of humans and their relation to empathy and altruism. Writes Richard Shweder, in Science, Kagan "is a near-legendary figure in the field of child development. It is accurate, but superficial, to describe Three Seductive Ideas as a critique of some baneful errors committed by social scientists, which are unmasked by one of psychology's most erudite and rigorous experimentalists ... Kagan offers a candid defense of the moral and spiritual nature of human beings, written in opposition to several powerful intellectual currents, including evolutionary psychology, computational neuroscience, and cognitive ethology." His special plenary address at the AME conference is entitled Human Morality.

12:00- 1:00 Lunch break in Cambridge, or

Gutman AI

12:00 -- 1:00

Interactive Lunch Discussion (Box lunches for sale: $10-$12): Robert Selman Kohlberg to Culture: Hypothetical to History and Ourselves How do cultural, contextual, and developmental factors join to shape the way students understand, navigate, and make meaning of social and societal relationships? Consider how middle and high school students come to understand the connection b~tween historical accounts of belonging and exclusion and these experiences in their own personal lives. Forty years ago, Lawrence Kohlberg taught us how to examine the quality of adolescent moral choices with a developmental metric by holding back the influence of culture and context. Since then, cultural and contextual forces have flowed back to dominate explanations of choices and their justification. In this interactive lunch discussion, facilitated by Robert Selman and his colleagues, we will examine ways to distinguish political and peer group choices along lines of differences in kind versus levels, demonstrate their connection, and consider implications for practice.

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Saturday, 1:00-2:15 1:00- 2:15

Symposium

Cape Cod

Virtue Ethics and Character Education Chair: Daniel Lapsley, Ball State University Virtues, if interpreted properly, are complex wholes of interconnected cognitive, affective and conative components. Consequently, any approach to moral education that explains its aims in terms of virtues will not merely focus on stimulating the development of moral judgment or the capacities of practical reasoning, but also pay due attention to cultivating affective-motivational dispositions, training skills of self-control or will-power, as well as inculcating proper habits of behavior. These papers approach virtue and character through different lenses. One paper provides a model of character cultivation that tries to bridge different traditions in moral education and integrates current psychological science. Another paper examines stagnations in moral development, focusing on the relation of sexuality to character. The third paper engages in a philosophical exploration of the problems of integrating different traditions of thinking about moral education. ' Cultivating Human Flourishing: Integrating Psychological and Virtue Approaches Author: Darcia Narvaez, Notre Dame Integrative Ethical Education builds on the wisdom of the past and of the present, emphasizing the interrelatedness and ~nterdependence of virtue and reason, character and justice.

Psychological science has insights that align with ancient views of virtue cultivation. Both view moral expertise is 'ethical know-how' that can be developed to high levels of proficiency, using a novice-to-expert pedagogy through apprenticeship. Other aspects of the model include establishing caring relationships, a supportive climate, setting up well-structured environments that teach appropriate ethical intuitions and building self-regulation in the student and in the community.

Components of virtues and stagnations in moral development Authors: Jan Steutel, Vrije Universiteit Amsterdam Ben Spieker, Vrije Universiteit Amsterdam This paper tries to show that an ethical theory in which the aims of moral education are explained in terms of particular virtues can offer a fruitful basis for localizing stagnations in moral development. First, the liberal sexual ethics of principle and the sexual virtue ethics of care are introduced as complementary ethical theories of sexuality. Second, with reference to these theories, the virtue of respect for the right of sexual self-determination and the virtue of balanced caring in matters of sexuality are presented as complementary aims of sex education.

Third, an analysis is given of the rich and complex structure of the indicated virtues, in particular by describing the different but interrelated cognitive and affective components. Fourth, on the

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basis of this analysis, the main stagnations in moral-sexual development are identified, which is illustrated by reports on juvenile sexual delinquency. The practical import of locating these stagnations is that treatment programs of juvenile sexual offenders can be properly focused, that is, directed at cultivating or promoting the lacking or insufficiently developed components of the indicated virtues.

Comments on Virtue and Character Author: David Carr, University of Edinburgh Integrative models rightly perceive that there has been much false polarization in recent theorizing about the nature of moral education. In particular, they are correct to recognize that the dichotomy between principled and character focused approaches to moral education is unsustainable, and that in fact the greatest of past moral theories - including Aristotle's and Kant's - have equally emphasized both principle and character. Moreover, significant attempts have been made in latter day educational theorizing - by, for example, the post war British educational philosopher R.S Peters- to combine Kant and Aristotle for the purposes of moral education. The third paper of this symposium, however, argues that such synoptic enterprises need approaching with caution, that the important ethical and moral educational issue is not that of WHETHER p¡rinciple and character can be combined in a single theory of moral education,¡ but that of HOW they are to be coherently combined. (In the course of illustrating this point, the paper will also focus on particular conceptual obstacles to reconciling the theories of Kant and Aristotle.)

1:00-2:15

Symposium

Minute Man

Anger and the Development of Cooperation in Elementary Children Chair: Elizabeth Hardman, East Carolina University The topic of this symposium is the relationship between trait anger and the development of cooperation in elementary children. First, the presenter will report quantitative results of a study of the relationships among moral theme comprehension, reading comprehension, and trait anger.

Next, the presenter will use the responses of study informants to moral dilemma interviews to explore how just relationships can lead to happiness and the development of trusting, caring relationships. Finally, the presenter will synthesize the results of both studies and present a heuristic for future study that proposes the centrality of just relationships in the development of cooperation.

Anger and the Development of Moral Theme Comprehension Author: Elizabeth Hardman, East Carolina University This study was conducted to examine the relationship between anger, an affective component of antisocial behavior, and the development of cooperation. I compared moral theme comprehension in 3 7 randomly selected 3rd- 5th grade children with the special education designation of emotional/behavioral disorder (EBD) and 38 typical peers finding that when seven

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independent variables (gender, ethnicity, trait anger, reading comprehension, SES, atypical/typical group, and grade), only trait anger predicted moral theme comprehension. Data were gathered using the Moral Theme Inventory (MTI) (Narvaez, Gleason, Mitchell, & Bentley, 1999) and the Feelings Questionnaire (Jacobs & Blumer, 1984).

The Role of Just Relationships in the Development of Cooperation Author: Elizabeth Hardman, East Carolina University The purpose of this study was to elaborate the quantitative findings generated by the first study. I interviewed six purposively selected inform.ants with EBD and six typical peers using moral dilemma prompts piloted in a previous study (Hardman & Smith, 2004). Interview results revealed that only two of six typical peers expressed a cooperative moral orientation while all of the informants with EBD and four of the typical peer informants expressed egocentric orientations. All of our informants, however, showed an emerging preference for the norm affiliation, a norm choice that frequently provided a gateway into autonomously driven moral decision-making.

The Centrality of Just Relationships in the Pursuit of Happiness Author: Elizabeth Hardman, East Carolina University In the final paper, I will synthesize the results of both studies and present a conceptual model to guide future research on the relationship between negative emotionality and cooperation. This model presents children's induction into just relationships as the central component in the development of a cooperative moral orientation. According to the model, experiences in unjust relationships (e.g., submissively obedient) foster negative feelings (e.g., anger, sadness) that can preclude the development of cooperation. On the other hand, induction into just relationships (e.g., mutually respecting) engender positive feelings (e.g., hap.piness, love) that may facilitate the development of cooperation and care.

1:00-2:15

Paper Presentations

Mt. Vernon

Using Children's Literature to Address Moral Development and Sexual Identity Authors: Kevin Graziano, Nevada State College Kimberly Persiani-Becker, California State University--Los Angeles How do educators address the issue of moral development and sexual identity in the classroom?

Is it appropriate? If so, should teachers address the issue rather than the school psychologist, health professionals, administrators, and the like? This interactive presentation will examine multiple uses of multicultural children's literature for adolescents and young adults as a classroom practice to develop in-depth discussions with students on issues of sexual identity.

The goal is to increase students' understanding and tolerance and to identify ways to become change agents able to critique society and stand apart from the mainstream culture.

Leaving lesbian, gay, bisexual, and transgender students behind: Exploring LGBT students' rights and experiences in United States High Schools Author: Stacey Hom, University of Illinois at Chicago

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Schools should be safe and welcoming places in which all students can learn free from harassment, violence, and bias. This is not always the case for students who identify as lesbian, gay, bisexual, or transgender or those who are perceived to be lesbian, gay, bisexual, or transgender. For students whose sexuality is other than heterosexual or whose gender expression falls outside ofwhat is considered the "norm" school is often a place full of violence, harassment, and hatred; a place where their individual and human rights are violated on a regular basis. This paper will investigate the impact these rights violations have on students and school communities, as well as implications this has for educational contexts. ¡ 1:00- 2:15

Symposium

Terrace

Ogbu, Ethics, and Culture in the Schooled of Black Children and Youth Chair: Glynis O'Garro Joseph, Washington University in St. Louis This symposium draws on ethnographic research conducted in a post-desegregated Midwest metropolis to pick up where many scholars believe Ogbu left off. Specifically, the authors revisit the notion of culture in Ogbu's work to examine the ways in which it may inform how black children and youth "come to critique culture from an ethical .standpoint" in U.S. public schools. As such processes necessarily occur within a broader social context shaped by white supremacy, part of the objective ofthe authors in this symposium is re-cast Ogbu's notion of ecology. Ecology refers to the social or structural forces that bear on the schooled lives of black children and youth. The authors in this symposium seek to provide a remedy to what critics of Ogbu claim is the principle flaw of his work, that is, to chart the moral terrain that informs the post-civil rights schooling of black students in U.S. North American public schools.

Beyond Ogbu: Black Culture as a Source of Black Students' Ethical Resistance Author: Garrett Albert Duncan, Washington University in St. Louis This paper examines Ogbu's application of cultural-ecological (CE) theory to provide a framework for the symposium. Specifically, Ogbu was noted for theorizing that African Americans develop an oppositional cultural identity, or a sense of identity in opposition to white Americans, because of the injustices they encuunter in society. In addition, he posited that African Americans develop an oppositional frame of reference, or a set of protective strategies to maintain their identities - and their distance from the dominant white culture. Ogbu surmised that black students learn these attitudes and responses at an early age from their families and others in black communities with whom they form fictive kinships. However, as research shows, black students learn much more from their families and cultural communities. Principle among in doing so, to challenge what's right in school and society, as the following papers illustrate.

The "Invisible Presence" of Black Girls in an Urban Elementary School: An Ethnographic Examination Author: Glynis O'Garro Joseph, Washington University in St. Louis

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This study is an ethnographic examination of the meanings that black girls in an urban elementary school make of their academic and social experiences. It attempts to answer the following questions: How do black girls interpret their school experiences and how do these interpretations inform their behaviors at school? How do the norms and values tacitly transmitted through the daily interactions at school inform their school experiences? How is their academic performance influenced by the materials, texts, and teaching used in their classrooms? How do adults plan activities, organize various aspects of the school environment, and evaluate the academic and social behavior of these girls? Preliminary findings indicate that black girls form an array of "fictive" relationships with peers and others to promote both the academic achievement and the social devel6pment of the students at the elementary school where the study was conducted. In addition, data indicate that these relationships are forged as part of implicit and explicit critiques to conditions of injustice at the school.

Literacy, Respectability and the Education of Black Males at an Urban Elementary School: A Qualitative Inquiry Author: Ryonnel Jackson, Washington University in St. Louis This project sheds light on the ways that a marginalized group of African American males negotiate an academic climate that contributes to their school failure. At Free Elementary School (pseudonym), where the two classrooms of fifth graders at the center of this study are housed, teachers and staff typically label their African American male students as troublemakers and as prone to failure. In an effort to illustrate how the students, themselves, understand their academic and social lives in these classrooms, this paper addresses broadly the following question: "What are the in- and out-of-classroom literacy practices of black males that support their academic success or contribute to their failure in school?" Literacy, as used in this study involves writing and reading the world, in the words of Paulo Freire, in addition to the conventions of reading and writing words. As such, an examination of literacy as enacted and embodied cultural activities help to illuminate how these boys challenge what's right as they come to critique their respective classroom and school cultures.

1:00- 2:15

Paper Presentations

Gutman 302

Improving Moral Judgment through Collaborative and Service Learning Experiences Authors: Jayne Donovan, Hartwick College Peggy Jenkins, Hartwick College First-year students engaged in a healthcare ethics course using collaborative learning strategies in an environment devoid of lecture and focused on students creating meaning from experiences to promote their moral judgment and sense of community. For example students created policies and procedures to assist the college in developing their initial IRB. Using a quasi-experimental research design, student's moral judgment was pre/post-tested with the DIT. Initial DIT analysis suggests a significant increase in moral judgment. Through informal observations, students demonstrated a propensity for increased consensus building. Data is currently being analyzed on the relationship to student behavior problems and retention rates.

Citizenship Competencies: Results from a large-scale survey

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Authors: Enrique Chaux, Universidad de los Andes, Colombia Juliana Arboleda, Universidad de los Andes, Colombia Frank Kanayet, Universidad de los Andes, Colombia Catalina Torrente, Universidad de los Andes, Colombia More than one million fifth- and ninth-grade students from almost all public and private schools in Colombia recently took the National Test of Citizen Competencies. The test, which is part of a national strategy for the promotion of citizen competencies, evaluated knowledge, beliefs and behaviors related to citizenship, as well as some emotional and cognitive competencies. Results will be presented showing the relation betWeen: 1) aggression; 2) students' competencies; and 3) political (e.g., armed conflict) and socio-economic (e.g., poverty, inequality) conditions where they live. Particular attention will be paid to the role of empathy and beliefs justifying aggression.

Moral Education and Religious War Author: Frederick M. Gordon, Institute for Work Democracy In religious faith based upon a God as a person, the Deity is a psychological enabler, making possible actions which are otherwise beyond one's capacity. This enabling power depends upon one's belief in an exclusive Deity, and in the potency of that Deity. Potency is increased by the size of the domain of believers, the strength of their belief, and the strictness and wholeheartedness of their obedience. For that reason, believers have an incentive to increase their own spiritual welfare by spreading their religion and suppressing alternative beliefs. This paper examines this psychology and its importance for moral education.

1:00-2:15

Symposium

Gutman A2

Promoting Social Justice: Schools, Service, & Nonprofits This symposium addresses three strategies for promoting social justice. Papers: (l) describes servicelearning and volunteerism in the State of Washington: the Washington Reading Corps and a servicelearning initiative in an urban middle school; (2) discusses an initiative to build social capital and reduce the academic achievement gap in an eastern school district that one side borders an affluent community and a major a large city with an urban cores (3) examines the relationship of money to moral decision making with a focus on how wealthy individuals make choices about how and where to share their resources.

Promoting Civic Engagement in Washington State via Service Learning and Volunteerism Authors: Robert W. Howard, University of Washington In an era of tighter budgets, and a "do more with less" expectation, volunteer service can be a strategy for promoting public policy, preserving crucial services that might otherwise be eliminated, simultaneously enhancing civic responsibility and social capital. In the last fifteen years, two initiatives-created under Republican and Democratic administrations-have created programs that aim to increase civic engagement (I) the Corporation for National and Community Service and (2) AmeriCorps. This paper examines two programs in Washington State--one implemented through CNCS service-learning funding and one through AmeriCorps.

Social Justice via Building Social Capital in School District and Communities 84

Author: Max Riley, Lawrence Township Schools, NJ This paper describes an innovative approach to improving the achievement of minority students and students living in poverty. The program ("Takin' it to the Neighborhood") combines proven strategies for strengthening student mastery of curricula with the social capital development practices recommended by Putnam (2000). The project began with a sobering assessment, in school year 2000-01, ofthe district's record with respect to these groups of students.

There is money in morality and morality in money Author: Bob Kenny, More Than Money, Cambridge, MA This paper will examine how we think as a society about money and the impact it has on our lives, families and communities. Among the issues it addresses is how to invest more ethically, spend more responsibly, volunteer more, participate more in civic life and give back more financially. More Than Money is a national nonprofit educational organization that examines issues of morality and money.

MTM works predominantly with individuals with wealth to make the ethical decisions of how to share their resources. The paper will draw upon the experiences ofMTM members as examples of the relationship of money and moral choices.

1:00-2:15

Paper Presentations

Gutman A3

Educating Undergraduates for Political Understanding and Engagement Author: Anne Colby, Carnegie Foundation for the Advancement of Teaching This paper presents findings from the Political Engagement Project (PEP), a study of collegelevel education for political understanding and engagement. The study describes and assesses the impact of courses and extra-curricular programs at a diverse set of 21 institutions. Outcomes include key dimensions of political development such as political knowledge, skills, active p,articipation, and sense of political efficacy and identity. In the sample of 483 students, one third are minorities. Results indicate that these courses and programs result in significant increases in all key outcome variables, with differential effects related to the nature of the intervention.

Exploring the relationship between political reasoning, voting behavior, and moral judgment development ¡ Authors: Steve Thoma, University of Alabama Michael Crowson, University of Oklahoma Pitt Derryberry, University of Western Kentucky Nita Hestevold, University of Alabama The Defining Issues Test (DIT) is claimed to be particularly sensitive to the development of macro-moral thinking, i.e., reasoning about system-wide structures that support cooperation at the group level. The 2004 presidential candidates highlight different conceptions of society that clearly have macro-moral implications. As such, how individuals reason about election issues and candidates may relate to their level ofmoraljudgrnent development as measured by the DIT. This study presents preliminary data on this relationship in young adults with a particular emphasis on the role of fear. The questions we ask center on the relationship between fearfulness measured in two ways (of others, and of a dangerous world), DIT scores, political

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choices and voting behavior. Findings indicate that moraljudgment,development has a unique relationship with political choices and attitudes. Further, participants higher on the DIT expressed less fear of others and of a dangerous world.

Re-assessing the empirical distinctiveness of moral development and political identification Authors: Michael Crowson, University of Oklahoma Steve Thoma, University of Alabama Teresa K. DeBacker, The University of Oklahoma Emler, Renwick, and Malone's (1983) ana}ysis argued against a developmental interpretation of data generated from the Defining Issues Test (DIT), suggesting that it actually measures a social psychological phenomenon: political identification. Emler's social communication view is based on the idea that individuals are motivated to respond to moral situations in a manner that is consistent with how they wish to appear to themselves and others. We report on questionnaire responses of 276 undergraduate students obtained at a Southeastern university. Utilized a ¡ "variance accounted for" strategy, we found that both DIT-2 scores and political identification were significant predictors of political positions.

Preventing racism and social exclusion in schools Authors: Fritz Oser, University of Fribourg Christine Riegel, University of Fribourg The intervention and evaluation study "Preventing Right-wing Extremism and Ethnic Violence in Swiss Schools" aims to develop suitable concepts to focus on the issue of racism, social exclusion and discrimination in school education. We worked out a program which was mediated to teachers during training workshops and was then implemented by them to their classes. The effects of the intervention are analysed using a pre-post test design and a qualitative process evaluation. In this paper we will present first results.

Saturday, 2:30-3:45

2:30-3:45

George Washington Ballroom

Plenary Address: The way we flow: Religion, spiritualitr and morality in the narratives of adolescents

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Jacqueline Mattise is Associate Professor in Applied Psychology at the Steinhardt School of Education, New York University. Her research focuses on the ways in which religion and spirituality inform prosocial development and positive psychological outcomes in the lives of African Americans. Among the outcomes that she has explored in her work are altruism, civic engagement, optimism, and forgiveness. She challenges us to re-vision our understandings of the way that culture informs development. In that regard she has recently co-authored a paper entitled Ethnicity, culture, and adolescent spiritual development which will appear in P. Benson, King, P., Wagener, L., & Roehlkepartain, G. (Eds.), Adolescent Spirituality. Thousand Oaks, CA: Sage Publications. Her special plenary address is entitled The way we flow: Religion, spirituality and morality in tbe narratives of adolescents.

3:45-4:00

Break

Terrace

Saturday, 4:00-5:15 4:00- 5:15

Paper Presentations

Cape Cod

Entering Dental Students' Conceptions of Professionalism Authors: Susan A. Roehrich, University of Minnesota Muriel Bebeau, University of Minnesota Entering dental students gave written responses to eight questions concerning their conceptions of professional expectations. Using Robert Kegan' s stages and transition phases of identity development, a coding guide that included excerpts from essays thought to be representative of each stage and transition phases was prepared. Forty-six of 97 students' short answer essays were randomly selected and scored by two judges. Distinctions between essays were clearly evident. Most students (70%) appeared to be in Stage 2 to Stage 3 Transition, with some at Stage 2 (13%), a few (7%) at stage 3, and a few (7%) in the Stage 3 to 4 Transition. Methods to facilitate identity development are proposed.

Community College Students' Perceptions of Control in Their Career- A Social Domain Perspective Author: Maria Lins_-Dyer, Triton College This study will explore perceptions of community college students on who controls their chances of career success. It will investigate who exerts control on such specific domains as personal, conventional and prudential, supported by social domain theory (Turiel, 1998; Nucci 2001).

Participants will consist of 200 students from first and second years in College. Two questionnaires will be administered Background Information and the Parental Authority Index (Hasebe, Nucci & Nucci, 2004), adapted to college level. This study's implications are related to expanding the understanding of the role of families for community college students' attributions of success in their career.

The value of persons in smoking research Authors: Michael Lamport Commons, University of California at Berkeley Leonard S. Miller, University of California at Berkeley . At the core of the last decade's Tobacco Wars have been struggles about the veracity of estimates of the medical resource costs caused by smoking. An important factor not

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incorporated into these estimates is the effect of smoking on living longer and dying earlier. We first estimated the value generated by California's Tobacco Control Program over the nineties without considerations about life. Here, the program saved $1.44 billion. The second evaluation adds the "death benefits" from smoking, the extra medical costs caused by being alive instead of dying from smoking. Here, the program costs $0.14 billion. The third evaluation incorporates the "life benefits" from not smoking, the value accorded the years oflife that result from smoking prevention and cessation. Here, the estimated value of the smoking control program benefits from the perspective of an individual was $107.42 billion and from the perspective of investors was $22.44 billion.

4:00-5:15

Paper Presentations

Minute Man

Liberalism and the Justification for Moral Education Author: Christopher H. Anderson, University of Hartford Recent challenges to traditional Kohlbergian theory as well as recent discussions of moral pluralism within liberal theory make the hope of ail easily defended liberal moral education less tenable. In the paper, I will explore the ramifications for liberal political theory of three different aspects of recent moral development research that have shifted the focus away from morality as reasoning to morality as either ethos or emotion: Narvaez et al. 's understanding of moral judgments as schemas, Hoffman's focus on empathy as foundational for moral consideration, and Haidt's claim that moral judgment is normally intuition-based and that moral reasoning is. usually post-hoc.

A Science of formatio.n of character Author: Nobumichi Iwasa, Reitaku Universiity When Chikuro Hiroike, the founder of the Institute of Moralogy in Japan, wrote Treatise on Moral Science: A First Attempt to Establish Moralogy as a New Science in 1928 he claimed in the United States I would like to consider what Hiroike meant by the science of formation of character and its implication not only for school education but also for life-long moral development. I will also analyze Kohlberg's interest in Hiroike's work as he made a lot of marks in the shorter introductory version of Hiroike's book.

Ethical versus Justice-Reasoning Research Protocols for Cross-Sectional and Longitudinal Research Author: Al Erdynast, Antioch University Revisions of Kohlberg's theory and research protocols designed for an empirical study of ethical development with 240 subjects will be presented. The study is designed to examine two subdomains of conceptions of right and justice as: 1) ethical development, or judgments of ethical reasoning (supererogatory conceptions of compassion, benevolence, magnanimity and responsibility for the welfare of others) and: 2) justice-reasoning development, judgments of justice reasoning (obligations and duties).

4:00-5:15

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Symposium

Mt. Vernon

Moral Exemplarity Chair: Lawrence 1. Walker, University of British Columbia The research represented in this symposium attempts to broaden our understanding of the moral domain by examining the psychological functioning of moral exemplars -people who have been identified for their extraordinary moral action. Two major research projects on moral exemplarity are represented in this symposium: one with Canadian national award recipients for brave or caring action, the other with caregivers for the developmentally disabled. By tapping moral personality through questionnaires and life-review interviews, these projects attempt to move beyond the cognitive focus of contemporary moral psychology. This symposium will reveal the heuristic value of studying the complexity and richness of the lives of moral exemplars.

Redemptive Events in the Lives of Moral Exemplars Authors: Lawrence 1. Walker, University of British Columbia Jeremy A Frimer, University of British Columbia This research examines the psychological functioning of moral exemplars through an analysis of their life stories. Participants were 50 Canadian national award recipients (for either brave or extraordinarily caring action), as well as a matched comparison group. Among other measures, they responded to a life-review interview which was coded for affective tone, as well as for redemption and contamination sequences. Results revealed that the life stories of these moral exemplars were more optimistic in tone and entailed more redemption sequences and fewer contamination ones than those of comparison participants. These findings suggest a significant link between moral functioning and both a positive outlook and the adaptive reconstrual of challenging life events.

The Personal Strivings of Moral Exemplars Authors: Jeremy A. Frimer, University of British Columbia Lawrence 1. Walker, University of British Columbia This research is premised on the notions that our understanding of moral functioning should incorporate aspects of personality and that the lives of moral exemplars are informative in that regard. Our particular interest was goal motivation- the personal strivings that direct human action and provide a sense of purpose. Participants were 50 Canadian national award recipients (for either brave or extraordinarily caring action), as well as a matched comparison group, who completed a measure of personal strivings. Thematic coding revealed that caring exemplars were distinguished by their heightened agentic tendencies, generativity, and concern for relationships with others; although no differences were found for several other categories of motivation. Discussion focuses on a more inclusive conception of the moral domain and the significance of goal-seeking behavior for moral functioning.

Emotional Complexity, Goals, and Moral Transformation in L' Arche Communities for the Developmentally Disabled

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Authors: Kevin S. Reimer, Azusa Pacific University Susan Kroeker, Azusa Pacific University Yu You, Azusa Pacific University Ursula Bowling, University of Oklahoma Health Sciences Center The present study explored emotional complexity, goals, and moral transformation in exemplar caregivers from L 'Arche, an international association of homes for the developmentally disabled.

40 caregivers were matched to a comparison group of 40 public school teachers. Participants completed the life narrative interview (McAdams, 1993) along with a goal assessment survey (Emmons, 1999). Responses were content analyzed for emotional complexity around two positive affects of excitement/interest and joy along with two negative affects of distress/sadness and fear/anxiety. Coding was cross-validated with the use of linguistic inquiry and word count (Pennebaker, Francis, & Booth, 2001 ). Goals were clustered on the basis of emotional complexity with the use of latent semantic.analysis (Landauer, Foltz, & Laham, 1998). Study findings are discussed in terms of how positive and negative emotions are associated with the transformation and regulation of caring goals in exemplar caregivers.

4:00- 5:15

Demonstration

Al

Interrogating Social Issues through Ethical Dilemmas Authors: Connie Krosney, Vermont College ofUnion Institute and University Susan Kuntz, Saint Michael's College Through the use of a classical ethical dilemma updated to include current issues (e.g., those presented with the situation in New Orleans), participants will explore moral decision-making in small groups. The process will involve interrogation of the questions raised in terms of positions of justice and care, and participants will be invited to raise issues concerning race, gender, social class, sexual orientation, and ethnicity, as well as cultural and multicultural contexts. The elevation of needs of those most vulnerable will be a key discussion point, as well as projections as to how decisions affect the sort of society we inhabit.

4:00-5:15

Symposium

Gutman 302

Cultural Competence as an Ethical Requirement: A New Theoretical, Measurement, and Training Framework Chair: Selcuk Sirin, New York University There is a growing need for school professionals who can successfully address the needs of minority students in the United States. In this symposium we will present our work on the Racial and Ethical Sensitivity Test (REST), a tool which was developed to address this need. The first paper will introduce our conceptual framework which is based on Rest's four-component model and professional ethics literature. Next, we will present the Quick REST, a new measure designed to assess ethical sensitivity. Finally, we will present a new training kit designed to increase school professionals' cultural competence. We believe that this symposium will give the participants an opportunity to review a unique model of applied ethics.

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Cultural Competence as an Ethical Requirement for School Professionals: A New Conceptual Framework Author: Mary M. Brabeck, New York University This paper will introduce the conceptual framework that guides our work. Using Rest's fourcomponent model of ethical behavior and professional ethics literature we developed a conceptual framework that views cultural competence as an ethical requirement for school professionals. We identified six commonly held ethical principles in school-related professions which provided a rationale for requiring cukural competence as an ethical requirement. Using actual incidences of racial and cultural intolerance gathered from focus groups and newspapers, we produced five videos depicting ethical violations in school settings. These videos are the foundation of several versions of a research measure, and an intervention program to increase cultural competence.

Development of The Quick Racial and Ethical Sensitivity Test (Quick-REST) Author: Selcuk Sirin, New York University In this paper we will present a more time-efficient version of our original measure, the Racial and Ethical Sensitivity Test (REST). The new measure, called the Quick-REST, is designed to measure school professionals' ethical sensitivity toward issues of racial and cultural intolerance in schools In order to examine the psychometric qualifications of this version, we collected data from 203 school professionals. The results provide strong support for internal consistency (Alphas ranged from .79 to .86) and face and construct validity. We believe the Quick-REST is promising to be an important tool for researchers who are interested in assessing ethical sensitivity.

Increasing School Professionals' Cultural Competence: A Theory-driven Training Program Author: Lauren Rogers-Sirin, Drew University This paper will introduce a training program, titled the REST Kit, developed to increase school professionals' cultural competence. The kit uses specifically produced videotapes, relevant theory, and professional ethics literature to highlight the central concept of our conceptual framework, that cultural competence is a professional requirement based on professional codes of ethics. Specifically, this kit is designed 1) to make the relations between professional ethics and cultural competence explicit, 2) to help participants better recognize when a culturallyrelated ethical violation has occurred, and 3) to provide them with the skills necessary to respond to such violations appropriately. In our presentation we will share the kit with the audience in order to facilitate the discussion.

4:00-5:15

Paper Presentations

GutmanA2

Same-Sex Marriage: Moral Reasoning Meets Political and Religious Ideology Author: Bill Puka, RPI

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Banning or denying official legal status to same-sex marriage does not reduce to unjust discrimination against homosexuals-not legally or ethically. Neither need such opposition be motivated by homophobia or traditionalism. Yet advocating for same-sex marriage as a simple matter of equality is typical ofthose groups we'd most expect to be post-conventional and progressive in their social cognition. This is an association drawn by Kohlbergians. As such, this debate invites inquiry into the powerful but neglected influence of political and religious ideological prejudice on moral outlook. Prejudices of this sort, with the selective perception and rationalization they abet, help explain how conventional and post-conventional moral reasoning talk past each other on this social issue. I examine this complex of influences on a conceptual and empirical level, seeking audience viewpoints on same-sex marriage.

Teaching about Love Author: J. Mark Halstead, University of Plymouth, UK I begin with a brief discussion of the concept of love and contemporary attitudes towards it, and then examine findings about children's ways of thinking about love in the UK, using evidence drawn from a research project on the developing sexual values of9 and 10 year-old children.

Love features extensively in their discussions and appears central to their worldview. They are aware of some of the complexities of love, and would value opportunities to discuss it in school.

I conclude with a discussion of some of the current inadequacies and future possibilities in schools' provision.

4:00-5:15

Paper Presentations

Gutman A3

Handling of emotions, conflicts and reconciliation: Its development in children Author: Catalina Rodriguez, Colombia This study presents the evaluation of a pedagogical intervention to develop the handling of emotions, conflicts, and reconciliation in children, also the analysis of the process of acquisition of these abilities. It was found that the students first say what they would do in a future conflict, and months later they manage to do it. Their thoughts on what they would do in a conflict were not consistent with their actions at the beginning, but after months they became consistent. The development of the skills was faster in girls than in boys. The reconciliation events increased throughout the intervention.

Vegetarian and Non-Vegetarian Children's Judgments about Eating Meat Author: Karen Hussar, Harvard Graduate School of Education The present study examines vegetarian and non-vegetarian children with the intention of establishing how children respond to an issue they may perceive as either moral or personal.

Research shows that elementary school children understand that some choices are based on personal preference whereas other choices are based on moral reasoning. No prior research has examined how children act in response to an issue that straddles the moral and personal domains.

Findings from this study reveal that non-vegetarian children consider meat-eating a personal choice. By contrast, even though vegetarian children do not condemn others for eating meat,

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they cite moral reasons for their own abstinence, suggesting an intriguing combination of tolerance and moral autonomy on the part of these vegetarian children.

Saturday, 5:30-6:30

5:30-6:30 Community Meeting with Cash Bar

Terrace

Saturday, 6:30-10:00

6:30-10:30 Banquet with Entertainment

George Washington Ballroom

The banquet is a chance to relax and celebrate after the busy pace of this very tightly scheduled conference. The cost ofthe banquet is $49 in advance and $59 at the time of the conference.

Some generous AME members have made donations to enable us to pay for some graduate students, so please contact Sharon Lamb if you would like to attend the banquet but do not have the funds. The William F Diamond Fife and Drum Corps of Lexington MA, a junior corps composed of girls and boys from 8 to 18, will summon us to the tables. As a young boy, William Diamond was the only drummer at the Battle of Lexington, first battle ofthe Revolutionary War. The corps performs at approximately 20 parades and musters per year, recently returning from tours in Switzerland and Germany. The banquet will include a cash bar and the great¡chefs at the Sheraton Commander will have prepared a wonderful 3-course meal for us to share. After dinner, we will pause to present some special awards. After dessert, we hope that AMErs will linger and talk, moving from table to table and getting to know new people, while listening to the Bruce Gertz jazz trio. Bruce Gertz, www.brucegertz.com, a professor at Berklee College of Music, has won the Boston Music Awards for Outstanding Bassist several years in a row and has played with Bill Frisell, Maynard Ferguson, Dave Brubeck, Gil Evans, Danilo Perez, and many other wonderful jazz musicians.

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Conference Presenters

Adalbjamardottir, Sigrun. University of Iceland, Faculty of Social Sciences, Education Oddi, 101 Reykjavik, Iceland, sa@hi.is, p.76 Adams, Kathryn Marie. Program in Psychiatry and the Law, Harvard Medical¡ School, 234 Huron Avenue Cambridge, MA 02138-1328, kathrynmarieadams@tiac.net, p. 27 Afdal, Geir. Ostfold University College, Faculty of Education, Remmen, 1783 Halden, Norway, geir.afdal@hiof.no., p. 15 Aghbal, Ahmed. Faculty of Education, Rabat, Rue Kifa, residence Moulouk, app. 10, Meknes, VN, Morocco, a.aghbal@menera.ma, p. 45 Alan, Tom. UNC Chapel Hill, 212a Peabody Hall, Campus Box 3500, Chapel Hill, NC 27599, atom@email.unc.edu, p. 19 Allenby, Scott. Gordon College, sallenby@peace.gordon.edu, p. 57 Allgair, Amy. Suffolk University, 109 Poplar St., Watertown MA 02472, aballgair@aol.com, p. 56 Althof, Wolfgang. University of Missouri- St. Louis, Co lege of Education, 412 Marillac Hall, One University Blvd., St. Louis, MO 63121-4400, althofw@umsl.edu, p. 71 Anderson, Christopher H. University of Hartford, Politics and Government Department, 126 Hillyer Hall 200 Bloomfield Avenue, West Hartford, CT 06117, chranders@hartford.edu, p. 88 Applebaum, Barbara. Syracuse University, 354 Huntington Hall, Syracuse, NY 13244, bappleba@syr.edu, p. 31 Arboleda, Juliana. Universidad de los Andes, Department of Psychology, Carrera 1 Este # 18 A- 70, Bogota, julianaarboleda@yahoo.es, p. 84 Arias, M. Beatriz. University School Partnerships, Arizona State University, bea@asu.edu, p. 43 Aris, Caroline. 12 rue du Languedoc, 34 510 Florensac, France, car.aris@wanadoo.fr, p. 28 Baird Saenger, Elizabeth. Ethical Culture Fieldston School, 702 Hall Street, Mamaroneck, NY 10543, saengereb@aol.com, p. 72 Barber, Carolyn. University of Maryland, College Park, MD 20742, cbarber@umd.edu, p. 66, 75 Barenholtz, Yael. 15 Tshemichovsky str., Jerusalem, 92581, Israel, yaelbar@netvision.net.il, p. 34 Barr, Jason. Monmouth University, Department of Educational Leadership & Special Education, 400 Cedar Avenue, West Long Branch, NJ 07764, jasonjbarr@hotmail.com, p. 64 Bataglia, Patricia. Universidad de Sao Paulo, Department of Psychology, Rua Caiowaa 1194 # 43 Sumare, 05018-001, Sao Paulo - SP, Brazil, patriciabataglia@aol.com, p. 46 Battaly, Heather. Philosophy Department, 800 N. State College Blvd., Cal State Fullerton, Fullerton, CA 92834-6868, hbattaly@fullerton.edu, p. 70 Bebeau, Muriel. University of Minnesota, 15-136 Moos Tower, 515 Delaware S.E, Minneapolis, MN 55455, bebeaOOl@umn.edu, p. 51,87 fr

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Bermudez, Angela. Harvard Graduate School of Education, Larsen Hall 608, Appian Way, Cambridge, MA 02138, berrnudan@gse.harvard.edu, p. 48 Biggs, Donald. Siena College, 515 Loudon Rd, Loudonville, NY 12211, dbiggs@siena.edu, p. 17, 18 Bigler, Rebecca. Department of Psychology, University of Texas at Austin, 1 University Station A8000, Austin, TX 78712-0187, p. 42 Bock, Tonia. University of St. Thomas, JRC LL56, 2115 Summit Ave., St. Paul, MN 55105, tsbock@stthomas.edu, p. 15, 63 Boorse, Dorothy. Gordon College, Biology Department Gordon College, Wenham, MA 01984, dorothy.boorse@gordon.edu, p. 47 Bouchard, Nancy. Universite du Quebec a Montreal, C.P. 8888, Succursale Centre-Ville, Montreal (Quebec) Canada H3C 3P8, stephane.chevrette@sympatico.ca, p. 55 Bowling, Ursula. Center on Child Abuse and Neglect, University of Oklahoma Health Sciences Center P.O. Box 26901, Oklahoma City, OK 73190, p. 90 Boyd, Dwight. Ontario Institute for Studies in Education of the University of Toronto, OISE/UT, 252 Bloor St. West, Toronto, Ontario, Canada M5S 1V6, dboyd@oise.utoronto.ca, p. 74 Brabeck, Mary M. New York University, Pless Hall, 82 Washington Square East, New York NY 10003, mmb7@nyu.edu, p. 91 Bradstreet, Matthew. Saint Michael's College, Box 1999, One Winooski Park, Colchester, VT 05439, mbradstreet@smcvt.edu, p. 58 Bronk, Kendall. Stanford University, 524 Grove Street, Half Moon Bay, CA 94019, kendall@stanford.edu., p. 23 Brooke, Stephanie. University of Phoenix Online/Monroe Community College, 1000 East Henrietta Road Rochester, NY 14692, brookesO 1@email.uophx.edu, p. 22 Brostek, Emily. Education Program, Colby College, 6741 Mayflower Hill, Waterville, ME 04901, ebrostek@colby.edu, p. 35, 59 Brown, Lyn Mikel. Colby College. lmbrown@colby.edu, p. 13 Buote, Denise. Dept. of Educational and Counselling Psychology, and Special Education, 2125 Main Mall, University of British Columbia, Vancouver, BC, V6T 1Z4, Canada, dbuote@shaw.ca, p. 31 Camino, Cleonice. Mestrado em Psicologia, Departamento de Psicologia, Universidade Federal da Paraiba Campus Joao Pessoa, PB, 58000- Brasil, cleocamino@yahoo.com.br, p. 69 Carr, David. University of Edinburgh, The Moray House School of Education, Charteris Land Holyrood Road, Edinburgh EH8 8AQ, David.Carr@ed.ac.uk, p. 80 Carr, Paul. Department of Educational Administration, Research and Foundations, Youngstown State University, One University Plaza, Youngstown OH, prcarr@ysu.edu, p. 14 Casey, Mary. Harvard Graduate School of Education, Appian Way, Cambridge, MA 02138, mary.casey@harvard.edu, p. 18

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Cesur, Sevim. Istanbul University, Department ofPsycho,ogy, Tekin sok. Turan apt. 18/5 b blok 81020 Acibadem, Istanbul, Turkey, .cesur@istanbul.edu.tr, p. 59 Chambers, Elisha Anne. University of Missouri- St. Louis, Marillac Hall 462 , One University Blvd., St. Louis, Missouri 63121-4400, elishachambers@umsl.edu, p. 20,61 Chater, Mark. Bishop Grosseteste College, Lincoln LNl 3DY, England, UK, m.f.t.chater@bgc.ac.uk., p. 49 Chaux, Enrique. Universidad de los Andes, Carrera 1 Este # 18 A -70, Bogota, Colombia, echaux@uniandes.edu.co, p. 63, 84 Chinnery, Ann. Dept. of Educational Foundations, University of Saskatchewan, 28 Campus Drive Saskatoon, SK S7N OX!, Canada, ann.chinnery@usask.ca, p. 32 Choe, Josephine. Psychology Department, Fordham University, 441 E. Fordham Road, Bronx, NY 10458, EEDOP@yahoo.com, p. 39 Chow, Stephen. Harvard Graduate School of Education, 42 Kirkland Street, Cambridge, MA 0213 8-2031, chowst@gse.harvard.edu, p. 16 Chu, Beong Wan. Chun Chon National University of Education, 339 Seoksa Dong, Chunchon, Gangwon Do, South Korea, bwchu@hanmail.net, p. 39 Clave!, Fred. Psychology Department, Fordham University, 441 E. Fordham Road, Bronx, NY 10458, EEDOP@yahoo.com, p. 39 Cohen, James. Arizona State University, James.cohen@asu.edu, p. 43 Cohen, Jonathan. Center for Social and Emotional Education; & Columbia University, 1841 Broadway, #713, New York, New York 10023,jonathancohen@csee.net, p. 47 Colangelo, Nicholas. The University of Iowa, Belin-Blank Center for Gifted Education Iowa City, IA 52242, nick-colangelo@uiowa.edu, p. 56 Colby, Anne. Carnegie Foundation for the Advancement of Teaching, 51 Vista Lane, Stanford, CA 94305, colby@carnegiefoundation.org, p. 85 Colesante, Robert. Siena College, 515 Loudon Rd, Loudonville, NY 12211, rcolesante@siena.edu, p. 18 Commons, Michael Lamport. Harvard Medical School and Massachusetts Mental Health Center, 234 Huron Avenue, Cambridge, MA 02138-1328, commons@tiac.net, p. 13, 27, 87 Commons-Miller, Nicholas. Cambridge Rindge and Latin and Dare Institute, 234 Huron Avenue Cambridge, MA 02138-1328, Ncommons@comcast.net, p. 27 Conroy, J.C. St. Andrew's Building, 11 Eldon Street, University of Glasgow, Glasgow, G3 6NH, United Kingdom, j.conroy@educ.gla.ac.uk, p. 34 Cook, Kaye. Gordon College, 255 Grapevine Road, Wenham MA 01984, kaye.cook@gordon.edu, p. 73 Crowley, Kathleen. The College of Saint Rose, 432 Western Avenue, Albany, NY 12203, crowleyk@strose.edu, p. 26 Crowson, H. Michael. The University ofOklahoma, 820 Van Vleet Oval, Nmman, OK 73019-2041, mcrowson@ou.edu, p. 46, 85, 86

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Cruise, Robeti. School of Education, La Sierra University, Riverside, CA 92515, rcruise@Jasierra.edu, p. 25 Crystal, David. 301 C White-Gravenor, Department of Psychology, Georgetown University, 3700 0 Street, N.W., Box 571001, Washington, D.C. 20057, crystald@georgetown.edu, p. 42 Curry, Jennifer. University of Central Florida, 11428 Wagon Road, Apartment C, Orlando FL 32826, je005421 @pegasus.cc.ucf.edu, p. 41, 54, 55 Damon, Bill. Cyprus Hall, Building C, Stanford University 94305-4145, wdamon@stanford.edu, p. 23 Davis, Jay. Department of Education, Raven House, Dartmouth College, Hanover, NH 03755, Jay.Davis@dartmouth.edu, p. 27 DeDios, Verge!. University Of British Columbia, 2125 Main Mall, Vancouver, BC V6T 1Z4 Canada, celina_700 1@hotmail.com, p. 15 De Ruyter, Doret. Vrije Universiteit, Vander Boechorststraat 1, 1081 BT Amsterdam, The Netherlands, dj.de.ruyter@psy.vu.nl, p. 77 DeBacker, Teresa K .. The University of Oklahoma, 820 Van Vleet Oval, Norman, OK 73019-2041, debacker@ou.edu, p. 46, 85 Delehanty, Anne. HB 0548, Dartmouth College, Hanover, NH 03755,

Anne.C.Delehanty@~artmouth.edu,

p. 27

Den-yberry, W. Pitt. Western Kentucky University, pitt.derryberry@wku.edu, p. 46, 85 DiBiase, Ann-Marie. Brock University, 500 Glenridge Ave., St. Catharines, Ontario, Canada L2S 3Al, adibiase3@cogeco.ca, p. 66 Dines, Gail. Wheelock College, 35 Pilgrim Road, Boston, MA 02215, gdines@wheelock.edu, p. 52 DomNwachukwu, Chinaka. Azusa Pacific University, 901 E.. Alosta Ave., Azusa, CA 91702, cdomnwachukwu@apu.edu, p. 26 Donovan, Aine. Dartmouth College, Ethics Institute, 6031 Parker House, Hanover, NH 03755, aine.donovan@dartmouth.edu, p. 35 Donovan, Jayne. Hartwick College, Box 240, Hartwick College, Oneonta, NY 13820, DonovanJ@hartwick.edu, p. 83 Dotger, Benjamin. North Carolina State University, 2821 Isabella Drive, Raleigh, NC 27603, bhdotger@ncsu.edu, p. 20 Doyran, Feyza. Education Faculty, Foreign Language Education Department, Middle East Technical University, Ankara 06531, TURKEY, doyranfeyza@yahoo.com, p. 17 Dray, Amy 1. Harvard Graduate School of Education, 608 Larsen Hall, Appian Way, Cambridge, MA 02138, drayam@gse.harvard.edu, p. 53 Dueck, AI. Fuller Graduate School of Psychology, 180 N. Oakland, Pasadena CA 91101, adueck@fuller.edu, p. 73 Duncan, Ganett Albert. Washington University in St. Louis, Campus Box 1183, St. Louis, MO, USA 63130-4899, gaduncan@wustl.edu, p. 82 Eisenberg, Nancy. Arizona State University, Department of Psychology, Tempe, AZ 85287-1104, nancy.eisenberg@asu.edu, p. 64

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Endicott, Leilani. Walden University, 1061 15th Avenue SE, Minneapolis, MN 55414, leilani.endicott@gmail.com, p. 15 Endres, Ben., Department of Educational Studies, SUNY New Paltz, 75 S. Manheim, blvd., New Paltz, NY 12561, endresb@newpaltz.edu, p. 25 Erdynast, Albert. Antioch University, Southern California, 400 Corporate Pointe, Culver City, California 90230, al_erdynast@antiochla.edu, p. 88 Faltis, Christian. Arizona State University, chris.faltis@asu.edu, p. 43 Fang, Fuxi. Chinese Academy of Sciences, China, p. 21 Farris, John. University of Illinois at Chicago, 4109 N. Greenview Ave., #3N, Chicago, IL 60613, john.farris@mac.com, p. 64 Fehlhaber, Axel. Johannes-Gutenberg-University Mainz, Germany, Piidagogisches Institut, Col.Kleinmann-Weg 2, D-55099 Mainz, fehlhabe@uni-mainz.de, p. 71 Feigenberg, Luba. Harvard Graduate School of Education, Larsen Hall610, Appian Way, Cambridge, MA 02138, feigenlu@gse.harvard.edu, p. 48 Fischer, Nancy L. Bright Light Foundation, Suite #20, 1917 West 4th Avenue, Vancouver, B.C. Canada V6J 1M7, nancy@brightlightfoundation.net, p. 30 Flanagan, Frank M. Education Department, Mary Immaculate College, University of Limerick, South Circular Road, Ireland, frank.flanagan@mic.ul.ie, p. 72 Flint-Ferguson, Janice. Gordon College, 255 Grapevine Road, Wenham, MA 01984, Janis.flintferguson@gordon.edu, p. 67 Frankenberg, Erica. Civil Rights Project, Harvard Graduate School of Education, 125 Mt. Auburn St, 3rd Floor, Cambridge, MA 02138, frankeer@gse.harvard.edu, p. 42 Frimer, Jeremy. University of British Columbia, Department ofPsychology, 2136 West Mall, Vancouver, B.C. V6T !Z4, jeremyfrimer@hotmail.com, p. 89 Foster, Samantha. University of Pennsylvania, 503 S. 48th St., Philadelphia, PA 19143, samanthajfoster@hotmail.com, p. 36 Garrod, Andrew. Department of Education, Raven House, Dartmouth College, Hanover, NH 03755, Andrew.Garrod@dartmouth.edu, p. 27 Gibbs, John. Ohio State University, 238 Townshend Hall, 1885 Neil Avenue Mall, Columbus, OH 432101222, gibbs.l@osu.edu, p. 66 Gin, Valerie. Gordon College, valerie.gin@gordon.edu, p. 57 Glanzer, L. Katrina. University ofPennsylvania, 503 S. 48th St., Philadelphia, PA 19143, glanzer@sas.upenn.edu, p. 36 Glover, Rebecca. University of North Texas, Dept. of Counseling, Development, and Higher Education, bglover@unt.edu, p. 68

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Hestevold, Nita. University of Alabama, 105 East Annex, Box 870158, Tuscaloosa, AL 35487, nhestevo@ches.ua.edu, p. 85 Hicks, Donna. Weatherhead Center for International Affairs, Harvard University, dhicks@cfia.harvard.edu, p. 11 Higgins-D'Alessandro, Ann. Fordham University, 441 East Fordham Road, Bronx, NY 10458, Department of Psychology, annhda@aol.com, p. 38, 39, 45,65 Hill, Peter. Biola University, La Mirada CA 90639, peter.hill@biola.edu, p. 73 Hill, Sean. Loyola University Chicago, Lewis & Clark Community College, 5800 Godfrey Road, Godfrey IL 620352466, shill@lc.edu, p. 74 Hodges, Bert. Gordon College, 8 Mineral St., Ipswich, MA 01938, bert.hodges@gordon.edu, p. 50 Hogan, Amy. University of Bath, UK, Harvard Graduate School of Education, and Nestle Social Research Programme, p. 76 Holland, James. Harvard Graduate School of Education. hollanja@gse.harvard.edu, p. 33 Homana, Gary. University of Maryland, College Park, MD 20742., p. 75 Horch, Jenny D. University of Winnipeg, RR8 S28 Cl4, Lethbridge, AB, Canada, TlJ 4P4, jfritz@iam.uwinnipeg.ca, jennyhorch@hotmail.com, p. 62 Hom, Stacey. University of Illinois at Chicago, College of Education (me 147), 1040 W. Harrison St. Chicago, IL 60607, sshom@uic.edu, p. 40, 63, 81 Howard, Robert. University ofWashington, Tacoma, Education Program, 1900 Commerce StreetMS358435, Tacoma, W A 98402, rwhoward@u.washington.edu, p. 84 Hufford, Don. Newman University, 3100 McCormick Avenu'e, Wichita, Kansas 67213-2097, huffordd@newmanu.edu, p. 21 Hussar, Karen. Harvard Graduate School of Education, 138 Pine Street, Cambridge, MA 02139, hussarka@gse.harvard.edu, p. 92 Hutchinson, Lynda Ruth. University of British Columbia, 2125 Main Mall, Vancouver, BC V6T 1Z4, Canada, lynda_hutch@yahoo.ca, p. IS Hylen, Michael. Francis Howell Union High School, 1405 Highway D, St. Charles, MO 63304, mike_hylen@fhsd.k12.mo.us, p. 61 Iguchi, Lisa. 15 Governors Ave, Apt# 29, Medford, MA 02155, lisa.iguchi@suffolk.edu, p. 56 Iwasa, Nobumichi. Reitaku Universiity, 2-1-1 Hikarigaoka, Kashiwa, Chiba 277-8686, Japan, iwasa@reitaku-u.ac.jp, p. 88 Jackson, Ryonnel. Washington University in St. Louis, Campus Box 1183, St. Louis, MO, USA 631304899, farragut@mentorstlouis.org, p. 83 Jaramillo, Angela. Dept. of Educational and Counselling Psychology, and Special Education, 2125 Main Mall, University of British Columbia, Vancouver, BC V6T 1Z4, angelaj@interchange.ubc.ca, p. 31 Jarvis, Carrie. University of Illinois Chicago and Vernon Hills High School, 8039 N. Kenton #2N

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Skokie, IL 60076, carrie-rosenfeld@comcast.net, p. 64 Jenkins, Peggy. Hartwick College, Professor of Nursing, One Hartwick Drive, Oneonta, NY 13820, JenkinsP@hartwick.edu, p. 83 Johnson, Aostre N. Saint Michael's College, ajohnson@smcvt.edu, p. 44 Johnson, Scott. Bethel College, 1001 W. McKinley Avenue, Mishawaka, IN 46545, johnsos5@bethelcollege.edu, p. 16 Johnston, D. Kay. Dept. of Educational Studies, Colgate University, 13 Oak Drive, Hamilton, New York, djohnston@mail.colgate.edu, p. 19 Jordan, Alexander H. Jordan Hall, Bldg. 420, Stanford University, 450 Serra Mall, Stanford, CA 94305, alex.jordan@stanford.edu, p. 62 Jorgensen, Gunnar. Tyrifjordveien 82, N-3530 Royse, Norway, gunjorge@mobilpost.com, p. 25 Kackar, Hayal. Northern Illinois University, Graham Hall406, DeKalb, IL 60115, p. 18 Kagan, Jerome. Daniel and Amy Starch Professor of Psychology at Harvard University, p. 78 Kamizono, Kohtaro. 3-5-23, Nameshi, Nagasaki-city, 852-8061 Japan, kamizono@net.nagasaki-u.ac.jp, p. 24 Kanayet, Frank. Universidad de los Andes, Department of Psychology, Carrera 1 Este # 18 A- 70 Bogota, Colombia, frankanayet@yahoo.com, p. 84 Keefer, Matthew Wilks. University of Missouri- StLouis, One University Boulevard, 469 MH Div. of Educational Psychology, StLouis MO 63121, keefer@umsl.edu, p. 25 Keller, Monika. Max-Planck-Institute for Human Development, Lentzeallee 94, 14195 Berlin, Germany, keller@mpib-berlin.mpg.de, p. 21, 77 Kellogg, Angela. The University of Iowa, CRSD N338 Lindquist Center, Iowa City, IA 52242, angelakellogg@uiowa.edu, p. 56 Kemp, Kendra Quincy. University of Pennsylvania- Graduate School of Education, 3700 Walnut Street Philadelphia, PA 19104-6216, kqk@gse.upenn.edu, p. 26 Kenney, Shannon. Coalition for Education on Sexual Orientation, 188 W. Randolph, Suite 2225 Chicago, IL 60601, skenney@mhai.org, p. 40 Kenny, Bob. More Than Money, 430 Massachusetts Ave., Third Floor, Cambridge, MA 02138, rkenny@morethanmoney.org, p. 85 Kerr, Jeannie. Admiral Seymour Elementary, 1130 Keefer Street, Vancouver, B.C. V6A 1Z3, jeanniekerr@shaw.ca, p. 30 Killen, Melanie. Department of Human Development, 3304 Benjamin Building, University of Maryland, College Park, MD 20742-1131, mkillen@umd.edu, p. 42 Kim, Hang-In. Ethics Education, Gyeongin National University of Education, Inch eon, South Koreahikim@ginue.ac.kr, p. 50

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Naito, Takashi. Department of Psychology, Ochanomizu University, 2-1-1, Otsuka, Bunkyoku, Tokyo, Japan, naitot@aol.com, p. 58 Narvaez, Darcia. Notre Dame, Dept of Psychology, 118 Haggar, Notre Dame IN 46556, dnarvaez@nd.edu, p. 15, 51, 63,67,68, 79 Neset, Siri. University of Oslo, Department of Psychology, P.O. Box 1094, Blindern, N-0357 Oslo, NORWAY, siri_zimba@hotmail.com, p. 64 Nicholson, Heather. University of Connecticut, Department of Educational Psychology, 249 Glenbrook Road, Unit 2064, Storrs, CT 06269-2064, heather.nicholson@uconn.edu, p. 76 ;$

Nolan, Bridget Rose. University of Pennsylvania, 1622 Madeira Avenue, Jenkintown, PA, 1904.6, brnolan@alumni.princeton.edu, p. 36 Norman, James. School of Education Studies, Dublin City University, Dublin 9., Ireland, james.norman@dcu.ie, p. 34 Norton, Dan. Gordon College, 255 Grapevine Road, Wenham MA 01984, dnorton@peace.gordon.edu, p. 73 O'Garro Joseph, Gylnis. Washington University in St. Louis, gsogarro@wustl.edu, p. 82 Ohnishi, Fumiyuki. Yokohama City University, 8-24-5-103 Arima,Miyamae,Kawasaki,JAPAN 216-0003, fumi0522@aol.com, p. 63 Oja, Sharon. University ofNew Hampshire, 105B Morrill Hall, Department of Education, Durham, NH 03824, sno@cisunix.unh.edu, p. 20 Olson, Erin. Gordon College, 255 Grapevine Rd., Wenham, MA 01984, erin.olson@gordon.edu, p. 60 Orfield, Gary. Harvard Graduate School of Education, Director, The Civil Rights Project, 125 Mt. Auburn St, 3'd Floor, Cambridge, MA 02138, p. 42 Orlova, Darya. University of Notre Dame, Dept of Psychology, 118 Haggar Hall, Notre Dame, IN 46556, dorlova@nd.edu, p. 68 Orton, Paige. Gordon College, 255 Grapevine Road, Wenham MA 01984, paige.orton@gordon.edu, p. 73 Oser, Fritz. University of Fribourg, Rue Faucigny 2, CH-1700 Fribourg, Fritz.Oser@unifr.ch, p. 86 Paget, Katherine. TERC, Cambridge MA, Katherine.paget@terc.edu, p. I 0 Paludo, Simone. Universidade Federal do Rio Grande do Sui- Brazil, Panambi 690, Rio Grande, Brazil 96206-100, simonepaludo@yahoo.com.br, p. 24 Pearson, Jill. The University of Minnesota, 290 BFAB, 516 15th Avenue SE, Minneapolis, MN 55455, p. 56 Pedrini, Lisa. Vancouver School Board, 1580 W. Broadway, Vancouver, British Columbia V6J 5K8, lpedrini@vsb.bc.ca, p. 30 Persiani-Becker, Kimberly. California State Universit}'-Los Angeles, 5151 State University, Los Angeles, CA 90032, kpersia@calstatela.edu, p. 81 Petrolle, Jean. Columbia College Chicago, 600 South Michigan Avenue, Chicago, IL 60605, jpetrolle@colum.edu, p. 25

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Dev~lopment,

Tufts University, Medford, MA 02155,

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