Value Presuppositions In Theories Of Human Development

First published in 1986. The chapters and discussions presented in this volume derive from the conference, Value presuppositions in theories of human development, sponsored by the Heinz Werner Institute, Clark University, on June 10-11, 1983. The conference included both psychologists and philosophers and mainly concerned those assumptions about what ought to be that enter into the ways that investigators in the human sciences construe development

First published in 1986. The chapters and discussions presented in this volume derive from the conference, Value presuppositions in theories of human development, sponsored by the Heinz Werner Institute, Clark University, on June 10-11, 1983. The conference included both psychologists and philosophers and mainly concerned those assumptions about what ought to be that enter into the ways that investigators in the human sciences construe development

Focuses on the impact of values on psychology and human development as well as on science in general. Explains how so-called ``facts'' are shaded by the unstated values behind the interpretation of findings; how values affect research questions and methods; and how they frequently determine the form of theoretical models and constructs.

Derived from a conference sponsored by the Heinz Werner Institute for Developmental Analysis at Clark University, these papers consider the role emotions play in ideal human development. Contributors from the fields of psychology, philosophy, and sociology discuss the place that "feelings," "affect," "passion," and "emotion" should ideally occupy in human existence and how realization of this goal can be fostered. The conference organizers focused the discussions by asking the participants to consider six questions, each of which was intended to touch upon some aspect of the relationship between emotions and ideal human development. Chapters contain the papers presented and a summary of the discussions that followed the presentations.

The third volume of the collected works of Mihaly Csikszentmihalyi covers his work on the application of flow in areas that go beyond the field of leisure where the concept was first applied. Based on his personal experience with schooling and learning, as well as that of many others and contrary to what Cicero claimed, Csikszentmihalyi arrived at the conclusion that instead of taking pride in making the roots of knowledge as bitter as possible, we should try to make them sweeter. Just as flow became a popular and useful concept in voluntary activities, it could likewise be applied in education with the end result of young people being more likely to continue learning not just because they have to but because they want to. This volume brings together a number of articles in which Csikszentmihalyi develops ideas about how to make education and more generally the process of learning to live a good life, more enjoyable. Since theory is the mother of good practice, the first eleven chapters are devoted to theoretical reflections. Some are general and explore what it means to be a human being, what it means to be a person, when we look at life from the perspective of flow. Others are more narrowly focused on such topics as consumption, education, teaching and learning. They help laypeople reflect how they can arrange their lives in such a way as to leave a small ecological footprint while getting the most enjoyment. The second section of the volume contains a dozen empirical articles on similar topics. They deal with the development of identity and self-worth; with the formation of goals and motivation; with loneliness and family life.

In this book, Sheila Greene presents a challenging new perspective on the psychological development of girls and women which emphasises the central role of time in human development. She critically reviews traditional and contemporary theoretical approaches - ranging from orthodox psychoanalysis to relational and post-modern theories - and argues that even those claiming to be focused on development have presented a view of women's lives as fixed and determined by their nature or their past. These theories, she believes, should be rejected because of their inherent lack of validity and their frequently oppressive implications for women. Greene's approach places primary importance on temporality itself and on the competing discourses on time, age and development which play an active role in the construction of the lives of girls and women. Essential but often neglected insights from the more compelling developmental and feminist theories are woven together within a theoretical framework that emphasises temporality, emergence and human agency. The result is a liberating theory of women's psychological development as constantly emerging and changing in time rather than as static and fixed by their nature, socio-cultural context and personal history. The Psychological Development of Girls and Women will be essential reading for students and researchers in the psychology of women, developmental psychology and women's studies.

"In Exploring the Dynamics of Human Development, Dr. Catherine Raeff constructs a theoretical framework that enables readers to reconcile seemingly disparate information by thinking systematically about dynamic developmental processes"--

Volume 46 of Advances in Child Development and Behavior includes chapters that highlight some the most recent research in this area. A wide array of topics are discussed in detail, including internalization and socialization, infants' discovery of structure, adolescents' theories of the commons, lesbian and gay parenting, early childhood and family interventions, predicting aggression, causal inference in early development, pubertal development, the impact on children of parental deployment to war, vocabulary development for English learners in the early grades, and adaptive tool-use in early childhood. Each chapter provides in-depth discussions, and this volume serves as an invaluable resource for developmental or educational psychology researchers, scholars, and students. Chapters highlight some of the most recent research in the area A wide array of topics are discussed in detail