The Narrative Approach to Moral Development: From the Epistemic Subject to Dialogical Selves

Day, James M.; Tappan, Mark B.

doi:10.1159/000278410

Cited by 89 publications

(77 citation statements)

References 5 publications

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“…22); see also, the evaluation of Nelson and Aleshire (1986. For moral development theory, the approaches of a narrative reformulation 6 have been concretized to a plea for a narrative turn (Day & Tappan, 1996). The self-Other interaction has a narrative character dealing with narratively structured themata.…”

Section: Religious Style and The Narrative Character Of Biographymentioning

confidence: 99%

Faith Development Theory Revisited: The Religious Styles Perspective

Streib¹

2001

International Journal for the Psychology of Religion

131

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Focusing on Fowler's (1981) faith development theory (FDT), this article presents a modification of structural-developmental theory of religion. The primacy of cognitive development as motor and guideline of religious development is called into question. The new model, the typology of religious styles, is aimed at accounting more fully for the life-history-and life-world-relatedness of religion, at its principal interactive, interpersonal origin and shape. Thus the phenomenologists Merleau-Ponty (1962, 1988) and Ricoeur (1985Ricoeur ( /1988Ricoeur ( , 1990Ricoeur ( /1992) who provide philosophical perspectives, Noam's (1985Noam's ( , 1988aNoam's ( , 1988bNoam's ( , 1988cNoam's ( , 1990 developmental perspective, which is based on interpersonality, as well as Rizzuto's (1979Rizzuto's ( , 1991 view of the psychodynamic development of religion, play a significant role for the reformulation. An overview of styles is described and illustrated in a figure. References to results of empirical research are included, and an explanation of fundamentalism is outlined that follows from the religious styles perspective.In Fowler's (1981) faith development theory (FDT), we have, on the one hand, an indispensable explanatory tool for the religious diversity of modernity and postmodern times-a diversity that is becoming even more diverse, as inner (biographical) and outer (societal) religious plurality is growing-spawning from new religious and fundamentalist orientations to a deep but rather diffuse hunger for spirituality. On the other hand, the faith development paradigm, with its focus on religious cognition and its almost unquestioned adoption of the structural-develop-

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Section: Religious Style and The Narrative Character Of Biographymentioning

confidence: 99%

Faith Development Theory Revisited: The Religious Styles Perspective

Streib¹

2001

International Journal for the Psychology of Religion

131

View full text Add to dashboard Cite

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“…This engages kids in introspection and reflection about their moral and social thinking [11,35,36]. Authoring responses engages kids in perspective taking and problem solving the moral or social issue in the vignette.…”

Section: Discussion and Future Workmentioning

confidence: 99%

“…For character education, vignettes are typically used to facilitate role-playing, problem solving, and discussion related to moral and social issues [11,35,36]. These techniques have been shown to build character (ethical thinking and behavior) among kids [16].…”

Section: Vignettes As Teaching Toolsmentioning

confidence: 99%

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Clover: Connecting technology and character education using personally-constructed animated vignettes

Bailey

Tettegah

Bradley

2006

Interacting with Computers

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K-12 schools need effective methods for delivering technology and character education. In this paper, we describe the iterative design, use, and evaluation of a tool that enables kids to construct animated vignettes expressing personal experiences. By building, sharing, and responding to vignettes, kids become engaged in reflection and problem solving moral and social issues, activities that build character. By creating their own vignettes, kids are able to acquire and apply technology skills within a learning activity meaningful to them. Evaluations of our tool were conducted with both teachers and kids. Results showed that all users were able to build meaningful vignettes, our tool was easy to learn and fun to use, and our tool's multimedia features were often used and wellliked, facilitating the creation of vignettes not possible with paper. Others can download and use our tool and draw upon our design rationale, results, and lessons learned when building similar tools.

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“…In order to understand moral practice transpiring in interaction, understanding of the context in which it happens is of critical relevance (e.g. Bhatia, 2000, Day & Tappan, 1996.…”

Section: Theory Of Morality Informed By Sociocultural Theorymentioning

confidence: 99%

‘Cheaters and Stalkers’: Accusations in a classroom

Niemi

Bateman

2014

Discourse Studies

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This article explores accusations as collaboratively accomplished in classroom peer interactions in the absence of a teacher. The analysis shows how the children use local classroom rules and teacher authority as resources and warrants to invoke multi-layered moral orders and identities, and hold one child accountable through accusations about their behavior. The accused children are categorized in a duplicative way with morally degrading descriptions and as out-group members. This article argues that understanding children’s accusations requires understanding of how such interactions compose and reflect the school context that is co-produced through the implementation of accountable ways in which to behave.

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The Narrative Approach to Moral Development: From the Epistemic Subject to Dialogical Selves

Cited by 89 publications

References 5 publications

Faith Development Theory Revisited: The Religious Styles Perspective

Faith Development Theory Revisited: The Religious Styles Perspective

Clover: Connecting technology and character education using personally-constructed animated vignettes

‘Cheaters and Stalkers’: Accusations in a classroom

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