Resultaten voor 'daniel k lapsley'

Character Psychology And Character Education

This collection of essays provides new perspectives on the nature of character and moral education by utilizing insights from the disciplines of moral psychology, moral philosophy, and education. The volume draws from personality and developmental research as well as educational and ethical theory. Character Psychology and Character Education distinguishes itself by bringing moral philosophers, who believe that ethical reflection about virtue and character must be tied to defensible notions of personality and selfhood, into dialogue with academic psychologists, who believe that the developmental study of the moral self requires adequate grounding in various psychological literatures. The first group embraces a "naturalized" ethics, while the second group favors a "psychologized" morality. Among the topics explored in this volume are the constructs of moral selfhood, personality, and identity, as well as defensible models of character education. One of the primary arguments of the volume is that problems of character education cannot be addressed until an adequate model of character psychology is developed. In addition to the excellent theoretical essays, this collection includes applied chapters that consider the challenge of character education in the context of schools, families, and organized sports. This book will be an invaluable resource both for scholars and practitioners in the fields of psychology and education.

1. Daniel K , Lapsley

Moral Psychology

This study integrates a review of the psychological literatures with allied traditions in ethics. Moral rationality and decision-making, the development of a sense of fairness and justice, and of prosocial dispositions and the notion of moral self and moral identity, are among the topics discussed.

Self, Ego, and Identity

In the midst of the "cognitive revolution," there has been a veritable ex­ plosion of interest in topics that have been long banished from academic consideration under the intellectual hegemony of behaviorism. Most notably, notions of self, ego, and identity are reasserting themselves as fundamental problems in a variety of research traditions within psychol­ ogy and the social sciences. Theoretical models, review articles, edited vol­ umes, and empirical work devoted to these constructs are proliferating at a dizzying rate. This clearly attests to the renascent interest in these topics, the vitality of these research paradigms, and the promise that these constructs hold for explaining fundamental aspects of human development and behavior. Although the renewed academic interest in self, ego, and identity is obviously an exciting and healthy development, there is always the tenden­ cy for research to take on a parochial character. When boundaries are erected among different theoretical perspectives, when empirical findings are viewed in isolation, when theories are too sharply delimited and segre­ gated from other domains of behavior, then what may seem like progres­ sive, healthy, and content-increasing tendencies in a research paradigm may turn out to be, on closer inspection, merely an inchoate thrashing about. Fortunately there is an internal dynamic to scientific investigation that tends to combat this degenerating tendency. There is something about the rhythm of science that bids us to transcend parochial theoretical in­ terests and seek the most general theory.