The entire thrust of the Jewish Rabbinic Tradition is to accept the reality of development. Behavior reflects values, and values come from the study of the Torah. (Author)

Proposes that the self is constituted in narrative and that development can be seen as the self's effort at rewriting its account of the world. (LB)

Critiques studies of moral development and culture in light of key assumptions of cultural psychology with regard to culturally mediated contexts, the coherence and complexity of cultures, and agency in a culturally grounded self. Argues that the challenge remains to retain concern with agency and context sensitivity, while giving weight to the…

The practical task of this paper is to look at the implications of moral and value education theory and techniques for counseling, particularly the demand they place on the counselor to make the process a disintegrative one, leading to reintegration on higher levels of values and humanness. (Author)

Social scientists and educators who favor the developmental approach to values acquisition focus on the individual and his or her own psychological growth as the means to acquiring a healthy set of values. On the other hand, those who favor the transmission approach to values acquisition focus on the instillation of societal and group norms in the…

This study investigates the parent-child relationship antecedents of a multidimensional model of moral character among late adolescents. The model posits that the configuration of five character dimensions explains the moral behavior displayed by an individual. The dimensions are moral knowledge, socialization, empathy, autonomy and ethical…

Presents recent research in developmental psychology that supports conclusion that understanding of dynamics of self-development within social context of group is necessary to curriculum development in ethics education. Suggests that group work is central to successful implementation of any ethics education program and that group discussion of…

The process by which human beings, as they grow toward maturity, develop values is not an automatic one. The process can be fostered by a number of teaching strategies. The strategies include the techniques of self-discovery, the provision of learning environments that encourage growth, and the practice of specific skills. This volume provides a…

The concept of autonomous identity, derived from Piaget's theory of personality, is distinguished from other applications of the term "autonomy" in psychological theory. Introductory comments suggest that both biological and mental development express autonomy in the same two senses: as self-regulating and progressively self-liberating.…

The effect, if any, of Peer Paraprofessional Counseling (PPC) training on the transactive behavior of individuals was examined by studying the PPC program at Marquette University's Counseling Center. Subjects (N=38) were 8 students selected for the PPC program, 8 selected as alternates, 10 who did not pass selection criteria but were trained as a…

By using this holistic approach the author believes that men will be able to construct a view of the development of man that synthesizes many existing separate human science approaches. The purposes of this conference paper are fourfold: 1) to give an example of how to begin to reformulate current intellectual interests in terms of a humanistic…

Connections between structural-developmental psychology and field experience education are addressed. In addition to summarizing principles of structural-developmental psychology and relevant research findings, a comprehensive view of individual development is related to the philosophical aims of higher education, and developmental and dualistic…

Constructs a model applying evolutionary biology theory to the development of children's sense of justice. Maintains that competition for scarce resources causes many of the moral problems involving justice. Examines the place of emotions in the sense of justice. Hypothesizes rules of justice that predate cultural history. (CH)

This paper reports research from four studies of how teachers come to learn professional knowledge based on theoretical frameworks of the developmental theories of Piaget (cognitive development), Kohlberg (moral development), Loevinger (ego development), and Hunt (conceptual development). Studies proceed on the assumption that a perspective of…