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Developmental psychology is the scientific study of how and why humans grow,change,and adapt across the course of their lives. Originally concerned with infants and children,the field has expanded to include adolescence,adult development,aging,and the entire lifespan. Developmental psychologists aim to explain how thinking,feeling,and behaviors change throughout life. This field examines change across three major dimensions,which are physical development,cognitive development,and social emotional development. Within these three dimensions are a broad range of topics including motor skills,executive functions,moral understanding,language acquisition,social change,personality,emotional development,self-concept,and identity formation.
Morality is the categorization of intentions,decisions and actions into those that are proper,or right,and those that are improper,or wrong. Morality can be a body of standards or principles derived from a code of conduct from a particular philosophy,religion or culture,or it can derive from a standard that is understood to be universal. Morality may also be specifically synonymous with "goodness","appropriateness" or "rightness".
Lawrence Kohlberg was an American psychologist best known for his theory of stages of moral development.
Carol Gilligan is an American feminist,ethicist,and psychologist,best known for her work on ethical community and ethical relationships.
Descriptive ethics,also known as comparative ethics,is the study of people's beliefs about morality. It contrasts with prescriptive or normative ethics,which is the study of ethical theories that prescribe how people ought to act,and with meta-ethics,which is the study of what ethical terms and theories actually refer to. The following examples of questions that might be considered in each field illustrate the differences between the fields:
Psychology of religion consists of the application of psychological methods and interpretive frameworks to the diverse contents of religious traditions as well as to both religious and irreligious individuals. The various methods and frameworks can be summarized according to the classic distinction between the natural-scientific and human-scientific approaches. The first cluster amounts to objective,quantitative,and preferably experimental procedures for testing hypotheses about causal connections among the objects of one's study. In contrast,the human-scientific approach accesses the human world of experience using qualitative,phenomenological,and interpretive methods. This approach aims to discern meaningful,rather than causal,connections among the phenomena one seeks to understand.
Moral psychology is a field of study in both philosophy and psychology. Historically,the term "moral psychology" was used relatively narrowly to refer to the study of moral development. Moral psychology eventually came to refer more broadly to various topics at the intersection of ethics,psychology,and philosophy of mind. Some of the main topics of the field are moral judgment,moral reasoning,moral sensitivity,moral responsibility,moral motivation,moral identity,moral action,moral development,moral diversity,moral character,altruism,psychological egoism,moral luck,moral forecasting,moral emotion,affective forecasting,and moral disagreement.
Lawrence Kohlberg's stages of moral development constitute an adaptation of a psychological theory originally conceived by the Swiss psychologist Jean Piaget. Kohlberg began work on this topic as a psychology graduate student at the University of Chicago in 1958 and expanded upon the theory throughout his life.
James William Fowler III (1940–2015) was an American theologian who was Professor of Theology and Human Development at Emory University. He was director of both the Center for Research on Faith and Moral Development,and the Center for Ethics until he retired in 2005. He was a minister in the United Methodist Church. Fowler is best known for his book Stages of Faith,published in 1981,in which he sought to develop the idea of a developmental process in "human faith".
The ethics of care is a normative ethical theory that holds that moral action centers on interpersonal relationships and care or benevolence as a virtue. EoC is one of a cluster of normative ethical theories that were developed by some feminists and environmentalists since the 1980s. While consequentialist and deontological ethical theories emphasize generalizable standards and impartiality,ethics of care emphasize the importance of response to the individual. The distinction between the general and the individual is reflected in their different moral questions:"what is just?" versus "how to respond?" Carol Gilligan,who is considered the originator of the ethics of care,criticized the application of generalized standards as "morally problematic,since it breeds moral blindness or indifference".
Character education is an umbrella term loosely used to describe the teaching of children and adults in a manner that will help them develop variously as moral,civic,good,mannered,behaved,non-bullying,healthy,critical,successful,traditional,compliant or socially acceptable beings. Concepts that now and in the past have fallen under this term include social and emotional learning,moral reasoning and cognitive development,life skills education,health education,violence prevention,critical thinking,ethical reasoning,and conflict resolution and mediation. Many of these are now considered failed programs,i.e. "religious education","moral development","values clarification".
James Rest was an American psychologist specializing in moral psychology and development. Together with his Minnesota Group of colleagues,including Darcia Narvaez,Muriel Bebeau,and Stephen Thoma,Rest extended Kohlberg's approach to researching moral reasoning.
Positive adult development is a subfield of developmental psychology that studies positive development during adulthood. It is one of four major forms of adult developmental study that can be identified,according to Michael Commons;the other three forms are directionless change,stasis,and decline. Commons divided positive adult developmental processes into at least six areas of study:hierarchical complexity,knowledge,experience,expertise,wisdom,and spirituality.
Values education is the process by which people give moral values to each other. According to Powney et al. It can be an activity that can take place in any human organisation. During which people are assisted by others,who may be older,in a condition experienced to make explicit our ethics in order to assess the effectiveness of these values and associated behaviour for their own and others' long term well-being,and to reflect on and acquire other values and behaviour which they recognise as being more effective for long term well-being of self and others. There is a difference between literacy and education.
Stephen Garrard Post has served on the Board of the John Templeton Foundation (2008-2014),which focuses on virtue and public life. He is a researcher,opinion leader,medical school professor,and best-selling author who has taught at the University of Chicago Medical School,Fordham University-Marymount,Case Western Reserve University School of Medicine (1988-2008) and Stony Brook University School of Medicine (2008-). He is widely known for his research on the ways in which giving can enhance the health and happiness of the giver,how empathy and compassionate care contribute to patient outcomes,ethical issues in caring for people with dementia,medical professionalism and the virtues,and positive psychology in relation to health and well-being. Post is an elected member of the College of Physicians of Philadelphia,the New York Academy of Medicine,and the Royal Society of Medicine,London. He was selected nationally as the Public Member of the United States Medical Licensing Examination (USMLE) Composite Committee (2000-2005),and was reappointed for outstanding contributions.
James M. Gustafson was an American theological ethicist. He received an honorary doctorate by the Faculty of Theology at Uppsala University in 1985. He has held teaching posts at Yale Divinity School and the Department of Religious Studies (1955–1972),the University of Chicago as professor of theological ethics in the Divinity School (1972–1988),and Emory University as the Henry R. Luce Professor of Humanities and Comparative Studies. He retired in 1998 after 43 years of teaching and research,after being Woodruff Professor of Comparative Studies and of Religion in the Emory College and Graduate School of Arts &Sciences. He received the Lifetime Achievement Award for "creative and lasting contributions to the field of Christian ethics" on January 7,2011,at the annual meeting of the Society of Christian Ethics in New Orleans.
Moral development focuses on the emergence,change,and understanding of morality from infancy through adulthood. The theory states that morality develops across a lifespan in a variety of ways and is influenced by an individual's experiences and behavior when faced with moral issues through different periods of physical and cognitive development. Morality concerns an individual's reforming sense of what is right and wrong;it is for this reason that young children have different moral judgment and character than that of a grown adult. Morality in itself is often a synonym for "rightness" or "goodness." It also refers to a specific code of conduct that is derived from one's culture,religion,or personal philosophy that guides one's actions,behaviors,and thoughts.
Moral foundations theory is a social psychological theory intended to explain the origins of and variation in human moral reasoning on the basis of innate,modular foundations. It was first proposed by the psychologists Jonathan Haidt,Craig Joseph,and Jesse Graham,building on the work of cultural anthropologist Richard Shweder. More recently,Mohammad Atari,Jesse Graham,and Jonathan Haidt have revised some aspects of the theory and developed new measurement tools. The theory has been developed by a diverse group of collaborators and popularized in Haidt's book The Righteous Mind. The theory proposes that morality is "more than one thing",first arguing for five foundations,and later expanding for six foundations:
Darcia Narvaez is a Professor of Psychology Emerita at the University of Notre Dame who has written extensively on issues of character,moral development,and human flourishing.
Robert L. Selman is an American-born educational psychologist and perspective-taking theorist who specializes in adolescent social development. He is currently a professor of Education and Human Development at the Harvard Graduate School of Education,and a professor of psychology in Medicine at Harvard University. He is also known as the author of the 1980s G.I. Joe public service announcements.
References
- 1 2 "John Snarey". Candler School of Theology.
- 1 2 "Snarey, John". scholar.google.com.
- 1 2 3 "The Good Professor: John Snarey Retires". Candler School of Theology. May 3, 2023.
- 1 2 3 "Awards". Association for Moral Education.
- ↑ "APA Fellows". fellows.apa.org.
- ↑ "AERA Fellow Members" (PDF).
- ↑ "About WJS | William James Studies".
- ↑ "Emory Profile: John Snarey". www.emory.edu.
- ↑ "Leadership 1990-Present | Emory University | Atlanta GA". staging.web.emory.edu.
- ↑ Popenoe, David (March 29, 1994). "Review of How Fathers Care for the Next Generation: A Four Decade Study". Contemporary Sociology. 23 (5): 698–700. doi:10.2307/2074303 – via JSTOR.
- ↑ Snarey, John; Son, Linda; Kuehne, Valerie Shahariw; Hauser, Stuart; Vaillant, George (July 29, 1987). "The role of parenting in men's psychosocial development: A longitudinal study of early adulthood infertility and midlife generativity". Developmental Psychology. 23 (4): 593–603. doi:10.1037/0012-1649.23.4.593 – via CrossRef.
- ↑ Snarey, John (July 3, 2015). "Reflections on generativity and flourishing: a response to Snow's Kohlberg Memorial Lecture". Journal of Moral Education. 44 (3): 284–290. doi:10.1080/03057240.2015.1016482 – via CrossRef.
- ↑ Lasser, Victoria; Snarey, John (July 29, 1989). "Ego Development and Perceptions of Parent Behavior in Adolescent Girls: A Qualitative Study of the Transition from High School to College". Journal of Adolescent Research. 4 (3): 319–355. doi:10.1177/074355488943005 – via CrossRef.
- ↑ "Lawrence Kohlberg: Moral biography, moral psychology, and moral pedagogy".
- ↑ Snarey, John R. (March 29, 1985). "Cross-cultural universality of social-moral development: A critical review of Kohlbergian research". Psychological Bulletin. 97 (2): 202–232. doi:10.1037/0033-2909.97.2.202 – via CrossRef.
- ↑ Lind, Georg (1989). "Measuring Moral Judgment: A Review of "'The Measurement of Moral Judgment'" by Anne Colby and Lawrence Kohlberg". Human Development. pp. 388–397 – via JSTOR.
- ↑ Jones, Sylvia (June 29, 2006). "BOOK REVIEW of Race-ing Moral Formation: African American Perspectives on Care and Justice". Educational Studies. 39 (3): 296–302. doi:10.1207/s15326993es3903_7 – via CrossRef.
- ↑ Robertson, Diana; Snarey, John; Ousley, Opal; Harenski, Keith; Bowman, F. DuBois; Gilkey, Rick; Kilts, Clinton (January 29, 2007). "The neural processing of moral sensitivity to issues of justice and care". Neuropsychologia. 45 (4): 755–766. doi:10.1016/j.neuropsychologia.2006.08.014.
- ↑ Bridgers, Lynn; Snarey, John R. (December 29, 2003). "From father to son: generative care and gradual conversion in William James's writing of The Varieties". Journal of Moral Education. 32 (4): 329–340. doi:10.1080/0305724032000161209 – via CrossRef.
- ↑ Kime, Katie Givens; Snarey, John R. (December 29, 2018). "A Jamesian Response to Reductionism in the Neuropsychology of Religious Experience". Archive for the Psychology of Religion. 40 (2–3): 307–325. doi:10.1163/15736121-12341357 – via CrossRef.
- ↑ Snarey, John R.; McLendon, Joel (March 7, 2024). "William James's experience of presenting The Varieties of Religious Experience: His Gifford performance in historical context". History of Psychology. doi:10.1037/hop0000255 – via CrossRef.
- ↑ William M. Kurtines; Jacob Gewirtz; Jacob L. Lamb, eds. (January 17, 2014). Handbook of Moral Behavior and Development. Vol. 2: Research. Psychology Press. doi:10.4324/9781315807287.
- ↑ Snarey, John (March 29, 1996). "The Natural Environment's Impact upon Religious Ethics: A Cross-Cultural Study". Journal for the Scientific Study of Religion. 35 (2): 85–96. doi:10.2307/1387077 – via JSTOR.
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