THE HISTORICAL DEVELOPMENT OF MORAL EDUCATION GOALS FOR THE AMERICAN PUBLIC SCHOOL: 1950-1980

Introduction. The present concept of moral/values education is a product of the interaction of influences over a long period of time. There exists a dual need in public school moral education: (a) a need to gain historical background information and (b) a need to identify the philosophical bases of ideological positions and clarify terminology.;Procedures. In order to identify moral/values education goals recommended by educators, the writer hand searched four professional organizations' yearbooks/proceedings and eight educational journals for the thirty year period. In addition, an historical background chapter is provided as reader orientation and information.;Findings and Conclusions. Divergence of opinion among educators regarding moral education sanctions, goals and methodology was evident during the 1950-1980 period. Based on the findings of this study of moral education goals, several conclusions may be drawn. (1) The school's role and responsibility for moral education will continue to be a public mandate due to the acknowledged need for moral education by educators and laypersons alike. (2) As in the past, continued controversy likely will focus on teacher acceptance of the responsibility for moral education on a practical level; i.e., curriculum planning and implementation. (3) Historical patterns of conflict and controversy in moral education demonstrate that in a heterogeneous society conflicting philosophies and the resulting divergence of goals and methodology are inevitable. Whether groups are philosophically labelled or divided according to learning theory, controversy is an inescapable component in development of goals for moral education. Consensus of opinion regarding moral education sanctions, goals and methodology is not a realistic possibility.;From an historical perspective, there is an obvious shift from religious toward socio-civic sanctions for moral education and from inculcation of personal-spiritual values based on religious beliefs to moral/values development built on a humanistic-naturalistic view of man's capacity to improve himself and influence humanity. Goals are now oriented toward the production of thinking and valuing human beings rather than toward consensus and conformity to a "bag of virtues" determined by sectarian tenets.;Purpose. The purpose of this study is to identify and describe the moral education goals recommended by educators for public schools from 1950-1980. Determination of general philosophical bases for goals recommended receives secondary emphasis.