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  1. Bruce Maxwell & Darcia Narvaez (2013). Moral Foundations Theory and Moral Development and Education. Journal of Moral Education 42 (3):271-280.
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  2. Darcia Narvaez (2013). The Future of Research in Moral Development and Education. Journal of Moral Education 42 (1):1-11.
    (2013). The future of research in moral development and education. Journal of Moral Education: Vol. 42, No. 1, pp. 1-11. doi: 10.1080/03057240.2012.757102.
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  3. Darcia Narvaez (2012). Moral Neuroeducation From Early Life Through the Lifespan. Neuroethics 5 (2):145-157.
    Personality and social development begins before birth in the communication among mother, child and environment, during sensitive periods when the child’s brain and body are plastic and epigenetically co-constructed. Triune ethics theory postulates three evolved, neurobiologically-based ethics fostered by early life experience. The security ethic is self-protective. The engagement ethic is relationally attuned. The imagination ethic can abstract from the present moment and imagine alternatives. Climates and cultures can foster one or another ethic. Ancestral environments were more conducive to moral (...)
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  4. Daniel Lapsley & Darcia Narvaez (2011). Moral Criteria and Character Education: A Reply to Welch. Journal of Moral Education 40 (4):527-531.
    Most of the views ascribed to us we do not recognise and suggest that several misunderstandings flavour Welch?s commentary. We clarify some of our position here and recommend further collaboration among philosophers and psychologists.
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  5. Darcia Narvaez (2011). The World Looks Small When You Only Look Through a Telescope: The Need for a Broad and Developmental Study of Reasoning. Behavioral and Brain Sciences 34 (2):83-84.
    If the target article represents the summary findings of the field, reasoning research is deeply flawed. The vision is too narrow and seems to fall into biological determinism. Humans use reasoning in effective ways apparently not studied by researchers, such as reasoning for action. Moreover, as the brain develops through adulthood and from experience so do reasoning capabilities.
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  6. Darcia Narvaez (2010). The Neuroscience of Fair Play: Why We (Usually) Follow the Golden Rule. Journal of Moral Education 39 (1):113-116.
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  7. Darcia Narvaez & Daniel K. Lapsley (2009). Moral Personality: Themes, Questions, Futures. In Darcia Narvaez & Daniel Lapsley (eds.), Personality, Identity, and Character. Cambridge University Press. 441.
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  8. Jenny Vaydich & Darcia Narvaez (2009). Child Honoring: How to Turn This World Around. Journal of Moral Education 38 (3):377-380.
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  9. Darcia Narvaez & Jenny Vaydich (2008). Moral Development and Behaviour Under the Spotlight of the Neurobiological Sciences. Journal of Moral Education 37 (3):289-312.
    With the aid of techniques such as functional magnetic resonance imaging, neuroscience is providing a new perspective on human behaviour. Many areas of psychology have recognised and embraced the new technologies, methodologies and relevant findings. But how do the tools of neuroscience affect the fields of moral development and moral education? This paper reviews neuroscience research germane to moral development using as an organisational framework Rest's Four Component Model of moral functioning, which proposes that moral behaviour requires moral sensitivity, moral (...)
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  10. Darcia Narvaez & Tonia Bock (2002). Moral Schemas and Tacit Judgement or How the Defining Issues Test is Supported by Cognitive Science. Journal of Moral Education 31 (3):297-314.
    Ideas from cognitive science are increasingly influential and provide insight into the nature of moral judgement. Three core ideas are discussed: modern schema theory, the frequency of automatic decision-making and implicit processes as the default mode of human information processing. The Defining Issues Test (DIT) measures the beginnings of moral understanding, which are largely non-verbal and intuitive, in contrast to the Moral Judgement Interview (MJI), which measures the highest level of verbal understanding. The positive attributes of the DIT and its (...)
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  11. Darcia Narvaez (2001). Moral Text Comprehension: Implications for Education and Research. Journal of Moral Education 30 (1):43-54.
    Several studies are reviewed that examine differences in moral schema development using techniques intermediate between measuring implicit knowledge (such as with the Defining Issues Test) and explicit knowledge (such as with the Moral Judgment Interview). Findings include significant differences in the comprehension of moral narratives based on age/education and on level of expertise. Also, intended moral themes in stories are not understood by younger children.
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  12. James R. Rest, Darcia Narvaez, Stephen J. Thoma & Muriel J. Bebeau (2000). A Neo-Kohlbergian Approach to Morality Research. Journal of Moral Education 29 (4):381-395.
    Kohlberg's work in moral judgement has been criticised by many philosophers and psychologists. Building on Kohlberg's core assumptions, we propose a model of moral judgement (hereafter the neo-Kohlbergian approach) that addresses these concerns. Using 25 years of data gathered with the Defining Issues Test (DIT), we present an overview of Minnesota's neo-Kohlbergian approach, using Kohlberg's basic starting points, ideas from Cognitive Science (especially schema theory), and developments in moral philosophy.
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  13. Darcia Narvaez & Christyan Mitchell (1999). Book Review Essay, Parenting Good Children. [REVIEW] Journal of Moral Education 28 (3):387-394.
    In this review we will examine four books that instruct parents in directing the moral development of their children. We also make suggestions on how to think about fostering moral children.
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  14. James R. Rest & Darcia Narváez (eds.) (1994). Moral Development in the Professions: Psychology and Applied Ethics. L. Erlbaum Associates.
    Every year in this country, some 10,000 college and university courses are taught in applied ethics. And many professional organizations now have their own codes of ethics. Yet social science has had little impact upon applied ethics. This book promises to change that trend by illustrating how social science can make a contribution to applied ethics. The text reports psychological studies relevant to applied ethics for many professionals, including accountants, college students and teachers, counselors, dentists, doctors, journalists, nurses, school teachers, (...)
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  15. James R. Rest & Darcia Narvaez (1994). Summary: What's Possible. In James R. Rest & Darcia Narváez (eds.), Moral Development in the Professions: Psychology and Applied Ethics. L. Erlbaum Associates.
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