In this commentary, we use the manuscripts in this volume as source material from which to highlight what we view as critical issues in integrating intersectionality with developmental science. In reading and meditating on the manuscripts, we abstracted two key themes that were evident, to some extent, in all of the manuscripts: (1) the…

This paper investigates how principals can be supported in their work as teacher leaders. My focus is on how principals can help teachers respond ethically to classroom challenges. I argue that in aiding teachers, school leaders themselves need support and ongoing development. I turn to the care of the self to conceptually explore ethical…

Much of the work in youth violence prevention has been based in a public health model and guided by a developmental-ecological perspective on risk and prevention (Bronfenbrenner, 1979, 1988). A central tenet of developmental-ecological theory is that individual development is influenced by the ongoing qualities of the social settings in which the…

Why do we do what we do? Why is what we do important? What are the best practices to ensure that our "why" is accomplished? These are questions of philosophy--a topic of immense importance since the "why" behind the work influences everything about the "how" and "what" of daily affairs in the world of…

This paper stems from a dialogue on the subjects of learning and learners: one forged out of experiences in research and teaching, and the application of psychodynamic insights, developmental psychology and recent work in the neurosciences, to thinking about adult learning and subjectivity. We argue that some notion of the self needs to be…

Attempts to clarify the concept of a whole, distinguishes different types of holism (methodological and metaphysical), and explicates what is believed to be the real underlying issues separating holism and atomism. (MP)

Suggests that the notion of ego development provides the educator with a conceptual framework for viewing the affective and cognitive domains as they exist in the wholeness of the real world. Compares theories of Loevinger, Piaget, and Kohlberg. Concludes that it is impossible to speak objectively about "truth." (Author/BRR)

A holistic approach to individual development within the context of a learning organization produces well-informed, knowledgeable, critically-thinking adults whose decisions contribute to organizational prosperity. From a systems perspective, valuing development only if it contributes to productivity is counterintuitive. (SK)

This article outlines ways for individuals to manage stress through leisure awareness. Guidelines for developing a holistic lifestyle planning program are detailed. (JMK)

Examines Piaget's and Vygotsky's conception of the relation of the social to the individual, including individualism versus holism, Piaget's alternative of relationalism, and Vygotsky's views of the nature of the social. Suggests that Piaget's denial and Vygotsky's advocacy of explanatory emergence leads to the question of domain-general versus…

This article reviews the major components of Viktor Lowenfeld's approach to art education, devoting specific attention to the misconceptions often attributed to his use of developmental stages. Notes that Lowenfeld was not the first individual to describe developmental stages in art learning and promotes a more accurate interpretation of how…

Waskom's paradigm of human development is based on natural design and mathematical proportion. Its properties encompass purposes of life and learning, natural sense urges and personality traits, characteristics of natural stages of human life, and parenting, teaching, and community support. (SK)

Dialogics as a philosophical principle is, like the dialectics predominant at present in all industrialized countries, based on the duality of life and thought. Dialogics postulates that two thoughts, or two aspirations, or two concepts together make up a whole, simultaneously, each being of equal importance. Play is a dialogic of doing and…

Education's major goal should be to develop understanding rather than to divide knowledge into separate disciplines. Such understanding should be tied to the individual's situations and projects and should grow in response to questioning. Developing this kind of understanding is central to long-term individual development. (IS)

Offers suggestions that use ideas from wellness and health education, both in theory and practice, such as the benefits of simplicity, a holistic perspective, healing through nature, and experiential nature activities to mobilize the healing emotions of counselors and their clients, whether children or adults. (LKS)