Elliot Turiel – författare

This volume considers previously separate bodies of research on social justice, social equality, and social development. Eminent scholars from a variety of disciplines discuss the latest research to help us understand the relation between social inequalities and social development. In so doing, the book documents the powerful ways that social inequalities frame development and explores the conflicts that arise in the context of these inequalities. It illustrates how people around the world make judgments about these conditions and how they resist or change the practices they deem unjust. By bringing together these perspectives, the editors hope to demonstrate how understanding social development carries with it the possibility of change and social justice.The book considers processes of social development. It examines Piaget’s ideas about morality and relates them to children’s thinking about social rights. An interdisciplinary review of research from developmental, social, and health psychology, social policy, anthropology, and philosophy, follows this introduction. Each contributor examines the historical, developmental, and social processes that influence beliefs regarding social justice and equality and the consequences of living in conditions of injustice. The book considers:Inequalities in educational and health care opportunities.Unequal rights and harassment and their effects on minorities.The hardships and inequalities encountered by women.Intended for researchers and advanced students in developmental, social, cultural, and health psychology, policy, anthropology, and philosophy interested in a world that is socially just.

Children are not simply molded by the environment; through constant inference and interpretation, they actively shape their own social world. This book is about that process. Elliot Turiel's work focuses on the development of moral judgement in children and adolescents and, more generally, on their evolving understanding of the conventions of social systems. His research suggests that social judgements are ordered, systematic, subtly discriminative, and related to behavior. His theory of the ways in which children generate social knowledge through their social experiences will be of interest to a wide range of researchers and students in child development and education.

A thought-provoking examination of how explanations of social and moral development inform our understandings of morality and culture. A common theme in the latter part of the twentieth century has been to lament the moral state of American society and the decline of morality among youth. A sharp turn toward an extreme form of individualism and a lack of concern for community involvement and civic participation are often blamed for the moral crisis. Turiel challenges these views, drawing on a large body of research from developmental psychology, anthropology, sociology as well as social events, political movements, and journalistic accounts of social and political struggles. Turiel shows that generation after generation has lamented the decline of society and blamed young people. Using historical accounts, he persuasively argues that such characterizations of moral decline entail stereotyping, nostalgia for times past, and a failure to recognize the moral viewpoint of those who challenge traditions.

A thought-provoking examination of how explanations of social and moral development inform our understandings of morality and culture. A common theme in the latter part of the twentieth century has been to lament the moral state of American society and the decline of morality among youth. A sharp turn toward an extreme form of individualism and a lack of concern for community involvement and civic participation are often blamed for the moral crisis. Turiel challenges these views, drawing on a large body of research from developmental psychology, anthropology, sociology as well as social events, political movements, and journalistic accounts of social and political struggles. Turiel shows that generation after generation has lamented the decline of society and blamed young people. Using historical accounts, he persuasively argues that such characterizations of moral decline entail stereotyping, nostalgia for times past, and a failure to recognize the moral viewpoint of those who challenge traditions.

It is widely recognized that a person's values will profoundly affect what that person attends to, thinks about, and remembers. Yet, despite this, psychologists have only begun to study and think about the deep connections between values and knowledge.This volume explores this important area in psychology by offering an overview of what is known about the developmental role of valuation in the acquisition of knowledge, and also by examining a range of new ideas for understanding the intricate connection between evaluation and thinking. More specifically, the text:provides a historical overview of philosophical and psychological theories relating the values and knowledge;reviews the importance of values for infants and their caretakers in the origins of both cognition and social relations;offers a provocative view of how the differences among families in their values may have profound affects on psychological development;explicates the development of a personal sphere within which one strives to shape one's own values;emphasizes the heterogeneity of valuation inherent in every culture and how conflicts of values are likely to be common and important to human development;presents eye-opening research on social-cognitive limitations of average people in respecting the points of view of others; andsummarizes and critiques Piaget's theory of the role of values in development.For practitioners in the fields of developmental and social psychology, and education, this volume will introduce a number of important and current issues, from multiculturality and gender to the differential roles of temperament and upbringing in development. The emphasis is placed squarely on developing individuals and how they shape themselves in a world that is structured by values as well as by facts.

In this volume, the reader will find a host of fresh perspectives. Authors seek to reconceptualize problems, offering new frames for understanding relations between culture and human development.Contributors include scholars from the disciplines of philosophy, law, theology, anthropology, developmental psychology, neuro- and evolutionary psychology, linguistics, cognitive science, and physics. To help organize the discussions, the volume is divided into three parts. Each part reflects an arena of current scholarly activity related to the analysis of culture, cognition, and development.The editors cast a wide but carefully crafted net in assembling contributions to this volume. Though the contributors span a wide range of disciplines, features common to the work include both clear departures from the polemics of nature-nurture debates and a clear focus on interacting systems in individuals' activities, leading to novel developmental processes. All accounts are efforts to mark new and productive paths for exploring intrinsic relations between culture and development.

This volume considers previously separate bodies of research on social justice, social equality, and social development. Eminent scholars from a variety of disciplines discuss the latest research to help us understand the relation between social inequalities and social development. In so doing, the book documents the powerful ways that social inequalities frame development and explores the conflicts that arise in the context of these inequalities. It illustrates how people around the world make judgments about these conditions and how they resist or change the practices they deem unjust. By bringing together these perspectives, the editors hope to demonstrate how understanding social development carries with it the possibility of change and social justice.The book considers processes of social development. It examines Piaget’s ideas about morality and relates them to children’s thinking about social rights. An interdisciplinary review of research from developmental, social, and health psychology, social policy, anthropology, and philosophy, follows this introduction. Each contributor examines the historical, developmental, and social processes that influence beliefs regarding social justice and equality and the consequences of living in conditions of injustice. The book considers:Inequalities in educational and health care opportunities.Unequal rights and harassment and their effects on minorities.The hardships and inequalities encountered by women.Intended for researchers and advanced students in developmental, social, cultural, and health psychology, policy, anthropology, and philosophy interested in a world that is socially just.

Developmental theorists have struggled with defining the relations among biology, psychology, and sociocultural context, often reducing psychological functions of a person to either biological functioning or the role of sociocultural context - nature or nurture - and considering each area of human development separately. New Perspectives on Human Development addresses fundamental questions of development with a unified approach. It encompasses theory and research on cognitive, social and moral, and language and communicative development, in various stages of life, and explores interdisciplinary perspectives. New Perspectives on Human Development revisits old questions and applies original empirical findings, offering new directions for future research in the field.

Developmental theorists have struggled with defining the relations among biology, psychology, and sociocultural context, often reducing psychological functions of a person to either biological functioning or the role of sociocultural context - nature or nurture - and considering each area of human development separately. New Perspectives on Human Development addresses fundamental questions of development with a unified approach. It encompasses theory and research on cognitive, social and moral, and language and communicative development, in various stages of life, and explores interdisciplinary perspectives. New Perspectives on Human Development revisits old questions and applies original empirical findings, offering new directions for future research in the field.

The value of human life is a significant moral value for most people. Yet, past research has devoted little attention to the development of moral reasoning about the value of life. The present studies investigated how adolescents and adults reason about the value of life in the context of so-called trolley car situations. These situations, adopted from philosophy, involve the option of sacrificing the life of one person to save five others. Based on past developmental research, we expected that individuals would reason about distinct and sometimes conflicting considerations regarding the value of life. This approach contrasted with past research on adults' responses to trolley car situations, which has been taken to show that most moral evaluations are based not on reasoning but on affective, automatic reactions. In Study 1, 288 adolescents and adults were interviewed about trolley car situations designed to examine considerations like the value of human life and the relationship of those at risk with the actors. In Study 2, 144 college studens were interviewed to further examine the roles of those involved. Participants' justifications referred not only to the number of lives saved, but also to other considerations, such as intrinsic rights and personal responsibility for events. Moreover, responses indicated frequent conflicts about standard trolley car situations, counter to the argument that people's evaluations are automatic based soley on a counting of lives saved. The present findings indicated that adolescents and adults reason about, seek to coordinate, distinct moral considerations regarding the value of life.

In this volume, the reader will find a host of fresh perspectives. Authors seek to reconceptualize problems, offering new frames for understanding relations between culture and human development.Contributors include scholars from the disciplines of philosophy, law, theology, anthropology, developmental psychology, neuro- and evolutionary psychology, linguistics, cognitive science, and physics. To help organize the discussions, the volume is divided into three parts. Each part reflects an arena of current scholarly activity related to the analysis of culture, cognition, and development.The editors cast a wide but carefully crafted net in assembling contributions to this volume. Though the contributors span a wide range of disciplines, features common to the work include both clear departures from the polemics of nature-nurture debates and a clear focus on interacting systems in individuals' activities, leading to novel developmental processes. All accounts are efforts to mark new and productive paths for exploring intrinsic relations between culture and development.