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Topics in this special journal issue are research suggesting television encourages higher behavior standards among children; processes British broadcasters use to decide what to show or not to show on television; the role of broadcasting in nonformal adult education; the influence of international television; and neglected issues regarding broadcasting ethics. (RM)

Examines the nature and significance of the relationship between race, culture and morality. Draws implications for the classroom teacher in relation to schooling generally and moral education in particular. (Author/JDH)

Draws a distinction between moral education and moral training. Maintains that a moral education should provide secondary school students with an understanding of the transcultural essence of morality which could first be approached through the writings of Plato. (JDH)

Reviews the contents of the March, 1985 "Swann Report" which looked at the task of educating British children for a just and harmonious multicultural society. Gives special attention to the moral and ethical dimensions of this task. (JDH)

Surveys selected British schoolbooks for controversial racial and multicultural content (checklist provided at end of article). Notes customary procedure for textbook production and suggests ways to bring about changes. (JDH)

It is argued that the main function of English as a Second Language (ESL) in Britain is to maintain white power in the United Kingdom. Some of the processes and mechanics at work behind the benign ESL facade are explained. (Author/JDH)

Describes the dilemma in multiethnic education that arises when demands for equal opportunity for women are in conflict with the special status accorded to the moral education of women in some cultures. Urges teachers to adopt a positive attitude toward the protection of individual freedoms. (Author/JDH)

Maintains that the great need in moral education is to consider general moral standards and arguments first and apply these to behavior affecting racial inequality, rather than to start from a concentration on racism, working back towards morality. Considers the consequences of confusing race with culture or viewing religion only as a manifestation of culture. (Author/JDH)

Provides an overview of the issues surrounding multicultural and antiracist education as aspects of moral education. Introduces the remaining articles in this issue. (JDH)

Explains the anomalous character of approaches to moral education that focus on love and an ethic of care. Argues that if moral education is to foster generative love, education itself must be redefined and moral education as we know it must be transformed. (Author/DH)

Discusses the possibility of having explicit moral education in the present British educational system. Argues that until there is greater community consensus on what moral criteria should be taught, any attempt at explicit moral education in schools will be negated by the implicit teaching pupils receive outside school. (Author/GEA)

Reviews the literature advocating tolerance in moral education as a response to an increasingly pluralistic British society. The author analyzes the relationship between tolerance and pluralism. (AM)

To help young people develop a secure foundation of values and convictions which will inform and guide their lives (life stance education), moral education should be taught in British state schools. Religion also can be taught but only as part of an objective, fair, and balanced life stance education. (Author/RM)