Conducted a textual analysis of Darwin's diary version of his observations of his oldest child and the published paper based on these observations to compare the degree to which Darwin identified himself in the two as detached observer or as embodied participant. Found that the embodied, relational vision evident in the diary version was absent…

Discusses the cognitive developmental understanding of empathy as role-taking, focusing on four different perspectives. Considers a theory of cognitive role-taking and issues about transformation. Addresses empathy in relation to identity formation and its contribution to self-understanding. Offers implications for educating adults for empathy and…

From a 2-year ethnographic study in a sixth-grade art classroom, explores two different roles of art education: (1) to acknowledge that as students become literate in art they demonstrate their ideologies in their artwork; and (2) to recognize how art can initiate discussions to help students transform their beliefs. (CMK)

Discusses the influence of Levy-Bruhl's analysis (1910) of "primitive" mentality on Piaget's research and theory contrasting child and adult ontology and logic. Maintains that parallels between their research designs substantiate Piaget's explicit references to Levy-Bruhl. Suggests that their conceptual kinship has implications for an…

Discusses the self as socially constructed by comparing George Herbert Mead and Robert Kegan and then addresses the construction of the religious self by focusing on Mead, Kegan, and George Lindbeck. Considers the "theonomous self" (identity related to God). Concludes by discussing ecclesial practices that correspond to the theonomous…

Examined development of child and adolescent self-concept in two overlapping age cohorts as a function of the self-concept domain, social/developmental/educational transitions, and gender. Structural equation modeling addressed questions about stability of individual differences over time. Multilevel modeling addressed questions about mean-level…

Reviews contributions of symbolic interactionists Baldwin, Cooley, and Mead, for whom the self was primarily a social construction, crafted through linguistic exchanges with significant others. Discusses four potential liabilities of developing a self so dependent upon social processes: incorporating unfavorable opinions, failing to internalize…

In their quest to upgrade technologies, improve training techniques, and pursue innovations, counselor educators may be ignoring the power of traditions. This article illustrates how five rites and rituals enrich the training experience, strengthen the sense of continuity and community, support diversity, and offer affirmation of growth. (Author)

Presents a review of David K. Brooks' generic life-skills taxonomy. Discusses implications of a life-skills taxonomy in terms of its theoretical and practice fit with key features of mental health counseling. Argues that a life-skills approach based on developmental theory and research provides a practical framework to deliver effective treatments…

Two experiments examined toddlers' noun vocabularies and interpretations of names for solid and non-solid items. Results indicated that one side of the solidity-syntax-category organization mapping was favored. Seventeen- to 33-month olds do not systematically generalize names for solid things by shape similarity until they already know many…

Describes how a researcher and an elementary school teacher added a word sorting component to help children work through the complexities of the language as they group words into categories. Describes results as fifth graders thought aloud while they sorted words. Finds a link between children's developmental knowledge of spelling and their…

The unconscious belief that everyone in society should be "normal" creates the pain of discrimination for those who are disabled. This narrative relates the author's personal experience of growing up disabled and her overcompensation for "Abelism." Learning to embrace the label "disabled" and make new choices provides…

Examines the cultural values and assumptions underlying the theory and research regarding psychological well-being. It is argued that culture-free theories or measures of well-being are unattainable because all understandings of psychological well-being are based on moral visions. (Author/GCP)

Examined recall by 14- to 32-month-olds for multistep event sequences experienced at 13 to 20 months. Found that within step-length groups, there were no age differences in the length of time over which memory was evidenced. With prompts by event-related props, age-related differences in memory appeared. Age-related effects were particularly…

Examines recent research that suggests the formation of moral impulse, rather than moral reasoning, is the basis for moral development and education. Discusses the insights of the medieval Jewish philosopher and physician Maimonides, comparing his ideas with current research in neuroscience. Discusses implications for educational and social…