Handbook of Moral Behavior and Development

Volume 1: Theory

William M. Kurtines, Jacob Gewirtz, Jacob L. Lamb, William M. Kurtines, Jacob Gewirtz, Jacob L. Lamb

• Publisher: Psychology Press
• Year: 2014
• ISBN:
  9781317783107
• Edition: 1
• Topic: Psychology
• Subtopic: History & Theory in Psychology
• Index: Psychology

The publication of this unique three-volume set represents the culmination of years of work by a large number of scholars, researchers, and professionals in the field of moral development. The literature on moral behavior and development has grown to the point where it is no longer possible to capture the "state of the art" in a single volume. This comprehensive multi-volume Handbook marks an important transition because it provides evidence that the field has emerged as an area of scholarly activity in its own right. Spanning many professional domains, there is a striking variety of issues and topics surveyed: anthropology, biology, economics, education, philosophy, psychology, psychiatry, sociology, social work, and more. By bringing together work on diverse topics, the editors have fostered a mutually-beneficial exchange not only between alternative approaches and perspectives, but also between "applied" and "pure" research interests. The Theory volume presents current and ongoing theoretical advances focusing on new developments or substantive refinements and revisions to existing theoretical frameworks. The Research volume summarizes and interprets the findings of specific, theory-driven, research programs; reviews research in areas that have generated substantial empirical findings; describes recent developments in research methodology/techniques; and reports research on new and emerging issues. The Application volume describes a diverse array of intervention projects — educational, clinical, organizational, and the like. Each chapter includes a summary report of results and findings, conceptual developments, and emerging issues or topics. Since the contributors to this publication are active theorists, researchers, and practitioners, it may serve to define directions that will shape the emerging literature in the field.

Preface to Volume 1: Theory

Volume 1 of the Handbook of Moral Behavior and Development contains chapters that present current and ongoing theoretical advances prepared by theorists representative of diverse perspectives. The focus of this volume is on new theoretical developments or substantive refinements and/or revisions to existing theoretical frameworks.

Contributors’ Biographies

Jane Baddeley worked with Helen Haste on the project reported in the chapter she coauthored. Her current research is on women and the right.

Albert Bandura is David Starr Jordan Professor of Social Science in Psychology at Stanford University, Stanford, California. He received his doctorate in psychology from the University of Iowa. He has written extensively on social learning. His current major interest is in the development of social-cognitive theory. He is the author of a number of books, including his most recent publication, Social Foundations of Thought and Action: A Social Cognitive Theory.

Gustavo Carlo is a doctoral student in developmental psychology at Arizona State University, Tempe, Arizona. His research interests are in the areas of social and moral development, especially the role of empathy and role taking in moral functioning.

Philip Davidson is an assistant professor in psychology and a member of the Life Cycle Institute at the Catholic University of America. He received his doctorate in psychology from the University of California, Berkeley in 1983. His research interests include moral, social, cognitive, and family development.

Rheta DeVries is professor of human development and director of the Human Development Laboratory School at the University of Houston, Houston, Texas. Her publications include studies of children’s cognitive development and social-role taking, and stages in children’s conceptions of shadow phenomena. With Lawrence Kohlberg, she has written on relations between Piagetian and psychometric conceptions of intelligence and Programs of Early Education: The Constructivist View. With Kamii, she has written Physical Knowledge in Preschool Education and Group Games in Early Education: Implications of Piaget’s Theory. Her recent research compares sociomoral competence in children in Montessori and constructivist preschool programs, as well as sociomoral competence and relations to classroom atmosphere of kindergarten children in DISTAR, constructivist, and academic child-centered public school classrooms.

Robert Enright is professor of educational psychology at the University of Wisconsin- Madison, Madison, Wisconsin. He received his doctorate in educational psychology at the University of Minnesota. His theory and research contributions have been in distributive justice development and social development in adolescence. He is currently working on the moral development of forgiveness.

Wolfgang Edelstein is director of the Max Planck Institute for Human Development and Education, Berlin. He received his doctorate in Linguistics, Latin and English Literature from the University of Heidelberg in 1962. His research focus is on cognitive and sociomoral development. His publications have been in German, English and Icelandic.

Jacob L. Gewirtz is professor of psychology at Florida International University, Miami, Florida, and professor of pediatrics and psychiatry at the University of Miami Medical School. He received his doctorate in developmental and experimental psychology from the University of Iowa. Dr. Gewirtz’s theoretical and research contributions have been on the topics of social learning and development including attachment acquisition and loss, imitation/identification, parent-child interaction and directions of influence, and the behavioral effects of shift in maintaining environments. He has edited Attachment and Dependency and co-edited (with W. Kurtines) Morality, Moral Behavior and Moral Development, Moral Development Through Social Interaction, and Intersections with Attachment.

John Gibbs is associate professor of psychology at the Ohio State University, Columbus, Ohio. He received his doctorate in social psychology (with a minor in cognitive development) from Harvard University. His work in sociomoral development has concerned assessment methods, theory, and interventions with conduct-disordered adolescents. He has authored (with Keith Widman) Social Intelligence: Measuring the Development of Sociomoral Reflection and (with Karen Basinger and Richard Fuller) Moral Maturity Measuring the Development of Sociomoral Reflection.

The late Norma Haan had been a research psychologist in the Institute of Human Development, University of California, Berkeley. She received her doctorate in developmental psychology from the California School of Professional Psychology, San Francisco. Her major research interests centered on morality, stress, coping and the life span. Dr. Haan’s books include Coping and Defending: Processes of Self Environment Organization, Social Science as Moral Inquiry (with R. Bellah, P. Rabinow and W. Sullivan) and On Moral Groups: The Search for Practical Morality (with E. Aerts and B. Cooper).

Helen Haste, Ph.D., is in the School of Social Sciences at the University of Bath, England. Her research fields are in the development of values and beliefs in adolescents and young adults, and she has concentrated on moral, political and social understanding, and on the effect of gender on cultural definitions and categories. She is the author of numerous articles in these fields and has edited, with Jerome Bruner, Making Sense; The Child’s Construction of the World: (Methuen, 1987). She is currently completing The Sexual Metaphor, an account of cultural changes in the meaning of gender, and a book on feminism and the new right.

Martin L. Hoffman is professor and chairman of the department of psychology at New York University, New York, New York. He received his doctorate in social psychology from the University of Michigan. Dr. Hoffman’s theoretical and research contributions have been on the topics of moral development, empathy, the effects of parental discipline practices, and the integration of affect and cognition. He has edited Psychological Review, Developmental Psychology, and the Merrill-Palmer Quarterly.

Kurt Keljo is research associate at the Center for Research in Faith and Moral Development, and a doctoral candidate in the Department of Theology and Personality at Emory University. His interests are in moral development, community development, and higher education.

Lisa Kuhmerker is the publisher and editor of the Moral Education Forum and the founder of the Association for Moral Education. She received her doctorate in psychology and education from Yale University. She is professor emeritus of education at Hunter College, City University of New York and a visiting scholar at the Harvard University Graduate School of Education.

William M. Kurtines is professor of psychology at Florida International University, Miami, Florida. He received his doctorate in psychology from The Johns Hopkins University. Dr. Kurtines’ current areas of interest include social, personality, and moral development. He co-edited (with J. L. Gewirtz) Morality, Moral Behavior and Moral Development and Moral Development through Social Interaction, and Intersections with Attachment.

Teresita Lanza is a mental health clinician with the psychology department at Newington Children’s Hospital School at East Hartford, Connecticut. She received her masters degree in human development from Harvard University in 1987. Her interests include clinical and developmental psychology.

Ellen Mayock is a student of anthropology at Florida International University, Miami. Her interests include moral development and the influence of culture on social and personality development.

Gil Noam directs a research department at Harvard Medical School and the Hall-Mercer Children’s Center of McLean Hospital. He is the co-founder of the Clinical-Developmental Institute in Belmont, Massachusetts. He received degrees in clinical psychology from the Free University of Berlin in 1975 and in human development in 1984 from Harvard University. His research interests include developmental psychopathology, socio-emotional and self-development in adolescence and through the life span.

Martin Packer is lecturer in the Division of Social and Cultural Studies in Education, Graduate School of Education, University of California, Berkeley, California, and a research scientist at Far West Laboratory for Educational Research and Development. The Division of Social and Cultural Studies is an interdisciplinary graduate program that views the study of education as being, at its broadest, the study of sociocultural reproduction and transformation. Education extends far beyond the confines of institutions that formally specialize in the production of learning; and learning, not teaching, is the basic phenomenon at the heart of education. Far West Laboratory is a public, non-profit agency that has focused on the design, development, and evaluation of learning systems, and on the problems and processes of communicating the results of inquiry to help solve significant educational, organizational, and societal problems. Dr. Packer is author of Moral Action: The Hermeneutic Analysis of Moral Conflict, and co-editor, with Dr. Richard B. Addison, of Entering the Circle: Hermeneutic Investigation in Psychology.

Martha Palez-Nogueras is a doctoral student in life-span developmental psychology at Florida International University, Miami, Florida. Her interests are the experimental analysis of behavior in general and the development of attachment behaviors in particular.

Steven Pollard is a doctoral student in life-span developmental psychology at Florida International University, Miami, Florida. His interests are social and personality development in general, and moral and communicative development in particular.

Clark Power is associate professor in the Program of Liberal Studies at the University of Notre Dame and former President of the Association for Moral Education. He did his doctoral work in moral development and education at the Harvard Graduate School of Education. His research focuses on democratic education and the relationship of moral development to school culture. He is principle author of Lawrence Kohlberg’s Approach to Moral Education and co-editor of Self, Ego, and Identity: Integrative Approaches. He is currently editing a book on pluralism and moral education.

Bill Puka is associate professor of philosophy at Rensselaer Polytechnic Institute, Troy, New York. He received his doctorate in ethics and clinical-developmental psychology from Harvard University. His publications in moral development focus on the comparative, theoretical interpretation of research data and on the integration of fairness concepts with precepts of benevolence or “caring.” As a congressional fellow, he applied this integrated, “right mix” ethic to urban revitalization policy and workplace democracy, formulating legislation that was introduced in the U.S. Congress.

Ellen Richardson is a doctoral student in development psychology at the University of California, Berkeley, California. Her interests include attachment theory, object relations, emotions, and the development of self, and her research concerns the fantasy play of preschool children, and clinical infant research and intervention.

John Snarey is associate professor of ethics and human development, adjunct associate professor of psychology, and associate director of the Center for Research in Faith and Moral Development, Emory University, Atlanta, Georgia. He received his doctorate in human development from Harvard University in 1982. His interests include the development of moral reasoning about the social and natural environments, family studies and human development, and cross-cultural research methods. He is coeditor of Conflict and Continuity: A History of Ideas on Social Equality and Human Development and Remembrances of Lawrence Kohlberg.

Ervin Staub is professor of psychology at the University of Massachusetts, Amherst, Massachusetts. He has conducted research and published articles on the social, personality, and developmental origins and correlates of helping and altruism and wrote a two volume book on the subject, Positive Social Behavior and Morality. Violence is an additional, more recent focus of his work. His book, The Roots of Evil: The Origins of Genocide and Other Group Violence (1989) also explores the origins of war and torture, and ways to create caring and nonaggressive persons and societies. He also edited Personality: Basic Issue and Current Research, and co-edited Development and Maintenance of Prosocial Behavior: International Perspectives on Positive Morality and Social and Moral Values: Individual and Societal Perspectives

Maryanne Wolf is associate professor of child study at Tufts University. She received her doctorate in human development from Harvard University in 1979. Her research program bridges developmental psychology and neurosciences, and disorders of language and reading. She has published widely on her longitudinal neurolinguistic research.

James Youniss is professor of psychology in Department of Psychology and director of the Life Cycle Institute at the Catholic University of America, where he received his doctorate. He is author of a number of books including, Parents and Peers in Social Development and Adolescents’ Relations With Mothers, Fathers, and Friends.

Prologue
Lawrence Kohlberg’s Life an...

Table of contents

• Cover
• Title
• Copyright
• Contents
• Preface to Handbook
• Editorial Advisory Board
• Preface to Volume 1
• Contributors’ Biographies
• Prologue—Lawrence Kohlberg’s Life and Work from the Vantage of a Long-time Friend and Colleague: A Memoir
• The Cognitive-Developmental Paradigm
• A Few Words in Commemoration of Lawrence Kohlberg
• The Kohlberg Legacy to Friends
• Lawrence Kohlberg 1927-1987
• Lawrence Kohlberg: The Vocation of a Moral Psychologist and Educator. Part I
• Lawrence Kohlberg: The Vocation of a Moral Psychologist and Educator. Part II
• 1. Social Cognitive Theory of Moral Thought and Action
• 2. Which Comes First, Morality or Identity?
• 3. The Moral Development of Forgiveness
• 4. Proximal Mechanisms Underlying the Acquisition of Moral Behavior Patterns
• 5. Toward an Integration of Kohlberg’s and Hoffman’s Theories of Morality
• 6. Moral Theory and Culture: The Case of Gender
• 7. Moral Development and Action from a Social Constructivist Perspective
• 8. Empathy, Social Cognition, and Moral Action
• 9. Social and Moral Development from the Perspective of Psychosocial Theory
• 10. Analytic Hermeneutics and the Study of Morality in Action
• 11. Toward the Redevelopment of Kohlberg’s Theory: Preserving Essential Structure, Removing Controversial Content
• 12. In a Gemeinschaft Voice: The Cross-Cultural Expansion of Moral Development Theory
• 13. Psychological and Cultural Origins of Extreme Destructiveness and Extreme Altruism
• Author Index
• Subject Index