Recent THEORETICAL Published Papers

Narvaez, D. (2006). Integrative Ethical Education. In M. Killen & J. Smetana (Eds.), Handbook of Moral Development (pp. 703-733). Mahwah, NJ: Erlbaum.

Narvaez, D. (2008). Human Flourishing and Moral Development: Cognitive Science and Neurobiological Perspectives on Virtue Development. In L. Nucci & D. Narvaez (Eds.), Handbook of Moral and Character Education. (pp. 310-327) Mahwah, NJ: Erlbaum.

Triune Ethics Theory: The neurobiological roots of our multiple moralities, 2008 (pdf). Word

Narvaez, D., & Lapsley, D.K. (2009). Moral identity and the development of moral character.  In D. Medin, L. Skitka, D. Bartels, & C. Bauman (Eds.), Moral cognition and decision making, Vol. 50 of the Psychology of Learning and Motivation series (pp. 237-274). Elsevier.

Narvaez, D. (2009). Triune Ethics Theory and moral personality. In D. Narvaez & D.K. Lapsley (Eds.), Moral Personality, Identity and Character: An Interdisciplinary future (pp. 136-158). New York: Cambridge University Press.

Narvaez, D. (2010). Moral complexity: The fatal attraction of truthiness and the importance of mature moral functioning. Perspectives on Psychological Science, 5(2), 163-181.

pdf

Abstract:  Recently, intuitionist theories have been effective in capturing the academic discourse about morality. Intuitionist theories, like rationalist theories, offer important but only partial understanding of moral functioning. Both can be fallacious and succumb to truthiness: the attachment to one’s opinions because they “feel right,” potentially leading to harmful action or inaction. Both intuition and reasoning are involved in deliberation and expertise. Both are malleable from environmental and educational influence, making questions of normativity—which intuitions and reasoning skills foster—of utmost importance. Good intuition and reasoning inform mature moral functioning, which needs to include capacities that promote sustainable human well-being. Individual capacities for habituated empathic concern and moral metacognition—moral locus of control, moral self-regulation, and moral self-reflection—comprise mature moral functioning, which also requires collective capacities for moral dialogue and moral institutions. These capacities underlie moral innovation and are necessary for solving the complex challenges humanity faces.

Narvaez, D. (2010). The embodied dynamism of moral becoming.  Perspectives on Psychological Science, 5(2), 185-186..pdf

Abstract: There is much more work to be done to uncover the complexities of human moral functioning. Any synthesis must attend to the embodied nature of human functioning, the dynamic interplay of multiple capacities, the neurobiology of moral development, including the trajectory of vicious and virtuous dispositions, and the failures and successes of cooperation.

Papers about Darcia Narvaez

The Emerging Comprehensive Moral Psychology of Darcia Narvaez by Paul Lewis. Tradition and DIscovery, The Polanyi Society Periodical, XXXVII(3), 9-18.

Other Published Papers in Chronological Order

Narvaez, D., Gleason, T., Mitchell, C. & Bentley, J. (1999). Moral Theme Comprehension in Children. Journal of Educational Psychology, 91(3), 477-487.

Narvaez, D., Getz, I., Rest, J. R., & Thoma, S. (1999). Individual moral judgment and cultural ideologies. Developmental Psychology, 35, 478-488.

Narvaez, D., van den Broek, P., and Ruiz, A.  (1999). Reading purpose, type of text and their influence on think-aloud and comprehension measures. Journal of Educational Psychology, 91(3), 488-496.

Narvaez, D. (2001).  Moral text comprehension: Implications for education and research.  Journal of Moral Education, 30 (1), 43-54.

Narvaez, D. (2002). Does Reading Moral Stories Build Character? Educational Psychology Review 14(2), 155-171.

Narvaez, D. & Bock, T. (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. *Reprinted in Mason, M. (2004). Taking Sides: Clashing Views on Controversial Issues in Cognitive Science. New York: McGraw-Hill.

Endicott, L., Bock, T., & Narvaez, D. (2003). Moral Reasoning, Intercultural Development, and Multicultural Experiences: Relations and Cognitive Underpinnings.  International Journal of Intercultural Relations, 27, 403-419.

Lapsley, D. & Narvaez, D. (2004). A social-cognitive view of moral character. In D. Lapsley & D. Narvaez (Eds.), Moral development: Self and identity (pp. 189-212). Mahwah, NJ: Erlbaum.

Narvaez, D., Bock, T., Endicott, L., & Lies, J. (2004). Minnesota’s Community Voices and Character Education Project. Journal of Research in Character Education, 2, 89-112.

Narvaez, D. (2004). Educación y desarollo moral [Moral education and development]. Republicana, 2, 39-50.

Narvaez, D., &  Lapsley, D. (2005). The psychological foundations of everyday morality and moral expertise. In D. Lapsley & Power, C. (Eds.), Character Psychology and Character Education (pp. 140-165). Notre Dame: IN: University of Notre Dame Press.

Lapsley, D., & Narvaez, D. (2005). Moral psychology at the crossroads. In D. Lapsley & Power, C. (Eds.), Character Psychology and Character Education (pp. 18-35). University of Notre Dame Press.

Narvaez, D. (2005). The Neo-Kohlbergian Tradition and Beyond: Schemas, Expertise and Character. In G. Carlo & C. Pope-Edwards (Eds.), Nebraska Symposium on Motivation, Vol. 51: Moral Motivation through the Lifespan (pp. 119-163). Lincoln, NE: University of Nebraska Press.

Narvaez, D. (2006). Integrative Ethical Education. In M. Killen & J. Smetana (Eds.), Handbook of Moral Development (pp. 703-733). Mahwah, NJ: Erlbaum.

Lapsley, D. K. & Narvaez, D. (2006). Character Education. In Vol. 4 (A. Renninger & I. Siegel, volume eds.), Handbook of Child Psychology (W. Damon & R. Lerner, Series Eds.) (pp. 248-296). New York: Wiley.

Narvaez, D., Lapsley, D., Hagele, S., & Lasky, B. (2006). Moral chronicity and social information processing: Tests of a social cognitive approach to the moral personality.  Journal of Research in Personality, 40, 966–985.

Narvaez, D., & Gleason, T. (2007). The Influence of moral judgment development and moral experience on comprehension of moral narratives and expository texts. The Journal of Genetic Psychology, special issue (Nancy Eisenberg, editor), 168(3), 251–276.

Narvaez, D. (2008). The Social-Intuitionist Model: Some Counter-Intuitions. In W. A. Sinnott-Armstrong (Ed.), Moral Psychology, Vol. 2, The Cognitive science of morality: Intuition and diversity. Cambridge, MA: MIT Press.

Narvaez, D. (2008). How cognitive and neurobiological sciences inform values education for creatures like us. In D. Aspin & J. Chapman (Eds.), Values Education and Lifelong Learning: Philosophy, Policy, Practices. Springer Press International.

Narvaez, D. & Lapsley, D. (2008). Teaching moral character: Two strategies for teacher educators. Teacher Educator, 43, 156-172.

Narvaez, D. (2008). Triune Ethics Theory: The neurobiological roots of our multiple moralities. New Ideas in Psychology, 26, 95-119.

Narvaez, D. (2008). Human Flourishing and Moral Development: Cognitive Science and Neurobiological Perspectives on Virtue Development. In L. Nucci & D. Narvaez (Eds.), Handbook of Moral and Character Education. (pp. 310-327) Mahwah, NJ: Erlbaum.

Narvaez, D. & Vaydich, J. (2008). Moral development and behaviour under the spotlight of the neurobiological sciences.  Journal of Moral Education, 37(3), 289-313.

Lapsley, D.K., & Narvaez, D. (2008). “Psychologized morality” and ethical theory, or, Do fences make good neighbors? In F. Oser & W. Veugelers, Getting involved: Global citizenship development and sources of moral values (pp. 279-291). Rotterdam: Sensepublishers.

Narvaez, D., & Lapsley, D.K. (2009). Moral identity and the development of moral character.  In D. Medin, L. Skitka, D. Bartels, & C. Bauman (Eds.), Moral cognition and decision making, Vol. 50 of the Psychology of Learning and Motivation series (pp. 237-274). Elsevier.

Narvaez, D. (2009). Triune Ethics Theory and moral personality. In D. Narvaez & D.K. Lapsley (Eds.), Moral Personality, Identity and Character: An Interdisciplinary future (pp. 136-158). New York: Cambridge University Press.

Narvaez, D., & Lapsley, D. K. (2009). Introduction. In D. Narvaez & D.K. Lapsley (Eds.), Moral Personality, Identity and Character: An Interdisciplinary future (pp. 1-10). New York: Cambridge University Press.

Narvaez, D., & Lapsley, D.K. (2009). Moral personality: Themes, questions, futures. In D. Narvaez & D.K. Lapsley (Eds.), Moral Personality, identity and character: An Interdisciplinary future (pp. 441-448). New York: Cambridge University Press.

Narvaez, D., Kmehlkov, V., Vaydich, J., & Turner, J. (2009).Measuring teacher moral self efficacy. Journal of Research in Character Education, 6(2), 3-16.

Narvaez, D. (2010a). Building a sustaining classroom climate for purposeful ethical citizenship. In T. Lovat and R. Toomey (Eds.), International Research Handbook of Values Education and Student Wellbeing (pp. 659-674) New York: Springer Publishing Co.

Narvaez, D. (2010b). Moral complexity: The fatal attraction of truthiness and the importance of mature moral functioning. Perspectives on Psychological Science, 5(2), 163-181.

Narvaez, D., Gleason, T., & Mitchell, C. (2010). Moral virtue and practical wisdom: Theme comprehension in children, youth and adults. Journal of Genetic Psychology, 171(4), 1-26.

Narvaez, D. & Hill, P.L. (2010). The relation of multicultural experiences to moral judgment and mindsets. Journal of Diversity in Higher Education 3(1), 43-55.  

Narvaez, D. (2011). The ethics of neurobiological narratives. Poetics Today, special issue on Narrative and the Emotions, 32(1): 81-106.

Narvaez, D. (in press). Moral Development: Changing Theories and Evidence. NSF Report on Sociology and Morality. Washington D.C.: National Science Foundation.

Narvaez, D. (2010). The emotional foundations of high moral intelligence. In B. Latzko & T. Malti (Eds.). Children’s Moral Emotions and Moral Cognition: Developmental and Educational Perspectives, New Directions for Child and Adolescent Development, 129, 77-94.

Narvaez, D., Holter, A., Vaydich, J.L. (2010). Moral development. In A.S. Davis (Ed.), Handbook of Pediatric Neuropsychology (pp. 79-87). New York: Springer Publishing Co.

Narvaez, D. (2010). Building a sustaining classroom climate for purposeful ethical citizenship. In T. Lovat and R. Toomey (Eds.), International Research Handbook of Values Education and Student Wellbeing (pp. 659-674) New York: Springer Publishing Co.

Narvaez, D., Holter, A., Vaydich, J.L. (2010). Moral development. In A.S. Davis (Ed.), Handbook of Pediatric Neuropsychology (pp. 79-87). New York: Springer Publishing Co.

Narvaez, D. (2011a). Dualistisches Denken als Barriere der gestigen Entwicklung [Instruction for embodied knowledge development: Overcoming a dualistic mindset]. In P. Aerni & F. Oser (Eds.), Forschung verändert Schule. Erkenntnisse aus den empirischen Wissenschaften für Didaktik, Erziehung und Politik [Research changes schools]. Zürich: Seismo Verlag.

Narvaez, D. (2011). The world looks small when you only look through a telescope: The need for a developmental expertise view of reasoning. Behavioral and Brain Sciences, 34, 83-84.

Narvaez, D. (2011c). The ethics of neurobiological narratives. Poetics Today, 32(1): 81-106.

Junkins, T., & Narvaez, D. (2011). Habitat for Humanity and the support of civic participation. In Factis Pax, 5 (1), 66-79.

 Narvaez, D., Radvansky, G.A., Lynchard, N., & Copeland, D. (in press, 2011). Are older adults more attuned to morally-charged information? Experimental Aging Research, 37, 1-37.
 

Narvaez, D. (in press-a). Moral neuroeducation from early life through the lifespan. Neuroethics,

Narvaez, D. (in press-b). Moral Formation: Neurobiology and Virtue Cultivation.. In M. Jones, P. Lewis, and K. Reffitt (Eds.), Character, Practical Wisdom and Professional Formation Across the Disciplines.  Macon, GA: Mercer University Press.

Narvaez, D. (in press-c). Educación ética integrativa: los componentes del conocimiento experto, la comunidad y las virtudes [Integrative Ethical Education: The components of expert knowledge, community and virtue]. In B. Garcia (Ed.),  Memorias Coloquio Educación Ciudadana.

Narvaez, D. (in press-d). Neurobiology and moral education. In. D. de Ruyter & S. Miedema (Eds.), Moral education and development: a lifetime commitment. Sense Publishers

Narvaez, D. (in press-e). The neurobiology of moral formation and moral functioning. In M. Riemslagh, R. Burggraeve, J. Corveleyn & A. Liégeois (Eds.), After You. The ethics of the pastoral counselling process.

Narvaez, D. (in press-f). The Neurobiology of moral mindsets. In K. Heinrichs & F. Oser (Eds.), Moral and Immoral Behavior: Theoretical and Empirical Perspectives on Moral Motivation.

Narvaez, D. (in press-g). Becoming Moral: Development of moral agents through social interaction. In. M. Christen, J. Fischer, M. Huppenbauer, C. Tanner, & C. van Schaik (Eds.), Empirically Informed Ethics. Morality between Facts and Norms. Springer Library of Ethics and Applied Philosophy Series.

Narvaez, D. (in press-h). Mothers, Dialogues, and Support. In M-C Bertau, M. Gonçalves & P. Raggatt (Eds.), Dialogic Formations: Investigations into the Origins and the Development of the Dialogical Self (Valsiner's series Advances in Cultural Psychology).

Junkins, T., & Narvaez, D. (in press). An Educational Model for Teaching a Nonkilling Ethic. In. J. Pim, Global Non-Killing Education. Lulu Books.

Lapsley, D., & Narvaez, D. (in press) Moral Criteria and Character Education: A Reply to Welch. Journal of Moral Education.