According to W. Edwards Deming, American companies require nothing less than a transformation of management style and of governmental relations with industry. In Out of the Crisis, originally published in 1982, Deming offers a theory of management based on his famous 14 Points for Management. Management's failure to plan for the future, he claims, brings about loss of market, which brings about loss of jobs. Management must be judged not only by the quarterly dividend, but by innovative plans to stay in business, protect investment, ensure future dividends, and provide more jobs through improved product and service. In simple, direct language, he explains the principles of management transformation and how to apply them.

Out of the Crisis

Research on moral judgment has been dominated by rationalist models, in which moral judgment is thought to be caused by moral reasoning. The author gives 4 reasons for considering the hypothesis that moral reasoning does not cause moral judgment; rather, moral reasoning is usually a post hoc construction, generated after a judgment has been reached. The social intuitionist model is presented as an alternative to rationalist models. The model is a social model in that it deemphasizes the private reasoning done by individuals and emphasizes instead the importance of social and cultural influences. The model is an intuitionist model in that it states that moral judgment is generally the result of quick, automatic evaluations (intuitions). The model is more consistent than rationalist models with recent findings in social, cultural, evolutionary, and biological psychology, as well as in anthropology and primatology.

https://www.motherjones.com/files/emotional_dog_and_rational_tail.pdf

The emotional dog and its rational tail: a social intuitionist approach to moral judgment.

Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

Democracy and education.

An integrative model of the conative process, which has important ramifications for psychological need satisfaction and hence for individuals' well-being, is presented. The self-concordance of goals (i.e., their consistency with the person's developing interests and core values) plays a dual role in the model. First, those pursuing self-concordant goals put more sustained effort into achieving those goals and thus are more likely to attain them. Second, those who attain self-concordant goals reap greater well-being benefits from their attainment. Attainment-to-well-being effects are mediated by need satisfaction, i.e., daily activity-based experiences of autonomy, competence, and relatedness that accumulate during the period of striving. The model is shown to provide a satisfactory fit to 3 longitudinal data sets and to be independent of the effects of self-efficacy, implementation intentions, avoidance framing, and life skills.

Goal striving, need satisfaction, and longitudinal well-being: the self-concordance model.

The assumption that there are innate integrative or actualizing tendencies underlying personality and social development is reexamined. Rather than viewing such processes as either nonexistent or as automatic, I argue that they are dynamic and dependent upon social-contextual supports Pertaining to basic human psychological needs. To develop this viewpoint, I conceptually link the notion of integrative tendencies to specific developmental processes, namely intrinsic motivation; internalization; and emotional integration. These processes are then shown to be facilitated by conditions that fulfill psychological needs for autonomy, competence, and relatedness, and forestalled within contexts that frustrate these needs. Interactions between psychological needs and contextual supports account, in part, for the domain and situational specificity of motivation, experience, and relative integration. The meaning of psychological needs (vs. wants) is directly considered, as are the relations between concepts of integration and autonomy and those of independence, individualism, efficacy, and cognitive models of “multiple selves.”

Psychological Needs and the Facilitation of Integrative Processes

PrefaceAcknowledgementsIntroductionFrom Moral Discussion to Democratic Governance, with Joseph ReimerThe Just Community Approach: Democracy in a Communitarian Mode, with Joseph ReimerA Week in the Life of Cluster, with Joseph ReimerAssessing the Moral Culture of SchoolsThe Development of Cluster's Moral Culture, with Marvin BerkowitzThe Scarsdale Alternative High School, with Judy CoddingS.W.S.: A Second Perspective on Democratic SchoolingComparing Moral Cultures: Results and Case StudiesIndividual Moral Development as an Outcome of Democratic Schooling, with Marvin BerkowitzThe Just Community Approach in ProspectReferencesIndex

Lawrence Kohlberg's Approach to Moral Education

I: Self.- 1. The Self, Adult Development, and the Theory of Biography and Transformation.- 2. A Social-Cognitive Account of the Self's Development.- 3. The Construction and Conservation of the Self: James and Cooley Revisited.- 4. The Adolescent Self-Concept in Social Context.- 5. The Embedded Self: I and Thou Revisited.- II: Ego.- 6. The "New Look" at the Imaginary Audience and Personal Fable: Toward a General Model of Adolescent Ego Development.- 7. Integrity and Aging: Ethical, Religious, and Psychosocial Perspectives.- 8. The Relationship Between Ego and Moral Development: A Theoretical Review and Empirical Analysis.- 9. Ego and Ideology: A Critical Review of Loevinger's Theory.- III: Identity.- 10. Common Processes Underlying Ego Identity, Cognitive/Moral Development, and Individuation.- 11. Identity and the Development of the Self.- 12. Self-Theorists, Identity Status, and Social Cognition.- 13. To Be or Not: Self and Authenticity, Identity, and Ambivalence.- Author Index.

Self, ego, and identity : integrative approaches

The present study examined personal and social correlates of poor sportspersonship among youth sport participants. Male and female athletes (n = 676) in the fifth through eighth grades from three geographic regions of the U.S. participated in the study. Young athletes involved in basketball, soccer, football, hockey, baseball/ softball, or lacrosse completed a questionnaire that tapped poor sportspersonship behaviors and attitudes, team sportspersonship norms, perceptions of the poor sportspersonship behaviors of coaches and spectators, and the sportspersonship norms of coaches and parents. Preliminary analyses revealed significant gender, grade, sport area, and location differences in self-reported unsportspersonlike behavior. The main analysis revealed that self-reported poor sport behaviors were best predicted by perceived coach and spectator behaviors, followed by team norms, sportspersonship attitudes, and the perceived norms of parents and coaches. Results are discussed in relation to the concept of moral atmosphere.

Predictors of poor sportspersonship in youth sports: personal attitudes and social influences.

This collection of essays provides new perspectives on the nature of character and moral education by utilizing insights from the disciplines of moral psychology, moral philosophy, and education. The volume draws from personality and developmental research as well as educational and ethical theory. Character Psychology and Character Education distinguishes itself by bringing moral philosophers, who believe that ethical reflection about virtue and character must be tied to defensible notions of personality and selfhood, into dialogue with academic psychologists, who believe that the developmental study of the moral self requires adequate grounding in various psychological literatures. The first group embraces a "naturalized" ethics, while the second group favors a "psychologized" morality. Among the topics explored in this volume are the constructs of moral selfhood, personality, and identity, as well as defensible models of character education. One of the primary arguments of the volume is that problems of character education cannot be addressed until an adequate model of character psychology is developed. In addition to the excellent theoretical essays, this collection includes applied chapters that consider the challenge of character education in the context of schools, families, and organized sports. This book will be an invaluable resource both for scholars and practitioners in the fields of psychology and education.

Character Psychology and Character Education

This study assessed the frequency of good and poor sport behaviors as perceived by young athletes, parents, and coaches. A secondary goal was to examine related sportspersonship attitudes. A total of 803 young athletes in the fifth through eighth grades, representing 10 different sports, completed a behavioral and attitudinal survey, as did 189 of their parents and 61 of their coaches. The sample was drawn from three regions of the United States. Specific behavioral and attitudinal frequency data suggest that there are significant ethical problems occurring in many youth sport programs. Results are discussed in relation to the concepts of collective norms and moral atmosphere.

F. Clark Power

Papers

Lawrence Kohlberg's Approach to Moral Education

Self, ego, and identity : integrative approaches

Predictors of poor sportspersonship in youth sports: personal attitudes and social influences.

Character Psychology and Character Education

THE SPORT BEHAVIOR OF YOUTH, PARENTS, AND COACHES The Good, the Bad, and the Ugly