Articulates Kohlberg's position that moral understanding and moral reasoning provide motivation for moral action, contrasting it with traditional conceptions of motivation. (Author/BB)

Discusses the three elements of Kohlberg's work which contributed to the opening of a new level of dialogue between philosophers and psychologists. (Author/BB)

Critiques four studies of morality and culture from the point of view of domain theory, based on distinctions between morality and social construal, domains of judgment (moral, social conventional, and personal), and perspectives within the social and power structure. (Author)

A personal area of behavior comprising matters of choice and privacy, and differentiated from convention and moral obligation, is a psychological requirement for the construction of a distinct and bounded self. Accurate investigations of this dynamic require differentiation between cultural ideology and conceptual frames of individuals. (Author)

The relationship between moral judgment and moral actions as Kohlberg defined it is extended to include more comprehensive social psychological factors. (Author/BB)

The just community--democratic--approach to moral education is applied to a prison setting at the Connecticut State Prison for Women. (Author/BB)

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…

Highlights Kohlberg's multiple views on the universality of moral reasoning. Attention to particular aspects of persons, contexts, and emotions is presented as an important aspect of morality. (Author/BB)

Presents an annotated bibliography on religious development that covers the areas of psychology and religion, measurement of religiousness, religious development during the life cycle, religious experiences, conversion, religion and morality, and images of God. (Author/BB)

Discusses the process by which individuals come to claim authority and assume responsibility for their moral thoughts, feelings, and actions. Examines links between narrative and moral experience. Suggests that the development of moral authority is enhanced when individuals make the words of others their own. (LB)

A focus on narrative as representation shows how individuals understand and make meaning of their actions. In this critical perspective on narrative approaches to moral development, it is argued that a focus on narrative as action is necessary to grasp what really happens in individuals' everyday moral lives. (LB)

Uses data from studies comparing Western and Non-Western societies to support the argument that study of intracultural diversity in concepts of rights and duties will contribute to the study of diversity between cultures. Notes that individuals participate in multifaceted social experiences, developing distinct goals, interests, and perspectives;…

Emphasizes necessity of reconsideration of adolescent development, for these reasons: the view of childhood has changed; females have not been systematically studied; theories of cognitive development favor mathematical and scientific thinking over the humanities; and because the psychology of adolescence is anchored in separation and independence…

Investigates the influence of children's affective dispositions and knowledge of emotions on their ability to use nonaggressive conflict resolution strategies, exploring connections between autonomy and socioemotional development. Finds that individual differences in affective dispositions and emotional knowledge influence children's abilities to…