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Families and schools must assume a leadership role in preparing youth for success in the emerging information age by teaching ethical online behavior in addition to academic skills. This paper presents a preliminary overview of moral development issues that are raised when young people interact in cyberspace. A preliminary classification system of Internet ethics issues that parents and educators must address includes (1) respect for property, (2) respect for territory and privacy, (3) respect for others and common courtesy, (4) respect for institution, and (5) respect for self. Based on preliminary analysis, there appear to be four factors that influence online behavior: (1) lack of affective feedback and remoteness of harm, (2) reduced fear of risk of detection and punishment, (3) a new environment with new rules, and (4) perceptions of social injustice and corruption. Moral development research explores moral reasoning, including cognitive-moral development and domain theory; moral motivation, including internal moral orientation; and moral control, including the social cognitive theory of moral thought and action and the theory of limited acceptable morality. This review of moral development research raises many questions including, ultimately, the question of whether humans, as a species, have the capacity to expand our moral reasoning, moral motivation, and moral control capabilities to deal with the complexities of the information age.

basic moral judgment spared in autism?

ABSTRACT. Moral text processing was used as an ecologically valid method for assessing implicit and explicit moral understanding and development. The authors tested undergraduates, seminarians, and graduate students in political science and philosophy for recall of moral narratives and moral expository texts. Multivariate analyses of covariance using educational experience as an independent variable, age and moral judgment score as covariates, and recall of embedded moral arguments as dependent variables revealed a relation between education and level of moral arguments recalled. Lower-stage moral reasoning was best recalled by undergraduates, whereas higher-stage reasoning was best recalled by graduate students, with seminarians intermediate for both types of text. Moral judgment score was related to recall of the highest-level moral arguments even when age and educational experience were controlled. Moral judgment development appeared to be particularly helpful in recall of expository compared with narrative texts.

Abstract—This paper presents methods successfully applied in a one-week seminar covering ethical issues in information technologies. The methods are assessed according to their impact on the achievement of the seminar's goal. Perspectives of participating students are also included in this paper. Computer Ethics, Didactics 1.

Conflict resolution skills have been taught to young people of elementary and high school age for more than 20 years. Young people capably mediate the conflicts of their peers when provided with the skills and structures to do so. These in−school programs were begun by a wide variety of individuals and institutions, including court systems, the Society of Friends (Quakers), and community mediation centers. The motivation in many cases was to promote peace and decrease destructive conflicts by giving young people problem−solving and anger management skills. While a number of short−term evaluations of school mediation

I would like to thank all those who believed in myself and this project, helping turn a research dream into reality. My Committee Chair and friend, Dr. Renita Coleman, committee members Drs. Richard Nelson and Gene Sands, Professor Jay Perkins--I thank you all for your wonderful academic guidance and support. To the public relations community across Southeast Louisiana and the entire globe, without you this would not be possible. Last, to you “Citizens of

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Since 1995, three teams of investigators, under the direction of Howard Gardner, of