ents as lazy, self-centered, and manipulative then it is doubtful that when dealing with students these teachers will act in a manner which makes the adolescents believe that they are being treated fairly. If we want students to behave in a given fashion, we must be sure that they understand what is expected of them. They must possess the skills which would enable them to perform in that manner. Most importantly, They must be able to recognize that it is a responsible, reasonable, and fair thing to do. Although there are no simple answers to the questions which might arise when there are moral and ethical conflicts, it seems likely that the potential negative impacts of these conflicts can be minimized if teachers and parents can maintain open lines of communication with the adolescent. The lines of communication must be open not only with the adolescent but between parents and teachers themselves. Parents need to be aware of what is viewed as desirable and appropriate. educators must understand and be sensitive to the cultural context of parenting (Berkowitz and Grych, 1998). It is vitally important to identify areas which might create a clash with their values. The inability or unwillingness of either educators or parents to do this might go beyond simply failing to stimulate the adolescents moral growth. It may actually serve to undermine their moral development entirely. References Jackson, P., Boostrom, R., and Hansen, D. (1993) The moral life of schools. San Francisco: Jossey-Bass. Gallup, G. (1980, September) The twelfth annual Gallup Poll of public attitudes toward public schools. Phi Delta Kappan. 62,39. Wynne, E. and Wahlberg, H. (1985) The complimentary goals of character development and academic excellence. Educational Leadership, 43(4). pp. 15-18. Taylor, C. (1991) The ethics of authenticity. Cambridge: Harvard University Press. McClelland, D. (1982) Education for values. New York: Irvington Schaeffer, E. (March, 1998) Char...
