Publisher Summary This chapter addresses the universals in the content and structure of values, concentrating on the theoretical advances and empirical tests in 20 countries, and its four basic issues: substantive contents of human values; identification of comprehensive set of values; extent to which the meaning of particular values was equivalent for different groups of people; and how the relations among different values was structured. Substantial progress has been made toward resolving each of these issues. Ten motivationally distinct value types that were likely to be recognized within and across cultures and used to form value priorities were identified. Set of value types that was relatively comprehensive, encompassing virtually all the types of values to which individuals attribute at least moderate importance as criteria of evaluation was demonstrated. The evidence from 20 countries was assembled, showing that the meaning of the value types and most of the single values that constitute them was reasonably equivalent across most groups. Two basic dimensions that organize value systems into an integrated motivational structure with consistent value conflicts and compatibilities were discovered. By identifying universal aspects of value content and structure, the chapter has laid the foundations for investigating culture-specific aspects in the future.

Universals in the Content and Structure of Values: Theoretical Advances and Empirical Tests in 20 Countries

Although narrative inquiry has a long intellectual history both in and out of education, it is increasingly used in studies of educational experience. One theory in educational research holds that humans are storytelling organisms who, individually and socially, lead storied lives. Thus, the study of narrative is the study of the ways humans experience the world. This general concept is refined into the view that education and educational research is the construction and reconstruction of personal and social stories; learners, teachers, and researchers are storytellers and characters in their own and other's stories. In this paper we briefly survey forms of narrative inquiry in educational studies and outline certain criteria, methods, and writing forms, which we describe in terms of beginning the story, living the story, and selecting stories to construct and reconstruct narrative plots. Certain risks, dangers, and abuses possible in narrative studies are discussed. We conclude by describing a two-part r...

https://www.jstor.org/stable/pdfplus/1176100.pdf

Stories of Experience and Narrative Inquiry

Family processes affecting the socioemotional functioning of children living in poor families and families experiencing economic decline are reviewed. Black children are of primary interest in the article because they experience disproportionate shares of the burden of poverty and economic loss and are at substantially higher risk than white children of experiencing attendant socioemotional problems. It is argued that (a) poverty and economic loss diminish the capacity for supportive, consistent, and involved parenting and render parents more vulnerable to the debilitating effects of negative life events, (b) a major mediator of the link between economic hardship and parenting behavior is psychological distress deriving from an excess of negative life events, undesirable chronic conditions, and the absence and disruption of marital bonds, (c) economic hardship adversely affects children's socioemotional functioning in part through its impact on the parent's behavior toward the child, and (d) father-child relations under conditions of economic hardship depend on the quality of relations between the mother and father. The extent to which psychological distress is a source of race differences in parenting behavior is considered. Finally, attention is given to the mechanisms by which parents' social networks reduce emotional strain, lessen the tendency toward punitive, coercive, and inconsistent parenting behavior, and, in turn, foster positive socioemotional development in economically deprived children.

The Impact of Economic Hardship on Black Families and Children: Psychological Distress, Parenting, and Socioemotional Development

The effective practice of medicine requires narrative competence, that is, the ability to acknowledge, absorb, interpret, and act on the stories and plights of others. Medicine practiced with narrative competence, called narrative medicine, is proposed as a model for humane and effective medical practice. Adopting methods such as close reading of literature and reflective writing allows narrative medicine to examine and illuminate 4 of medicine's central narrative situations: physician and patient, physician and self, physician and colleagues, and physicians and society. With narrative competence, physicians can reach and join their patients in illness, recognize their own personal journeys through medicine, acknowledge kinship with and duties toward other health care professionals, and inaugurate consequential discourse with the public about health care. By bridging the divides that separate physicians from patients, themselves, colleagues, and society, narrative medicine offers fresh opportunities for respectful, empathic, and nourishing medical care.

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Narrative Medicine: A Model for Empathy, Reflection, Profession, and Trust

In a work with far-reaching implications, Chela Sandoval does no less than revise the genealogy of theory over the past thirty years, inserting what she terms "U.S. Third World feminism" into the narrative in a way that thoroughly alters our perspective on contemporary culture and subjectivity.What Sandoval has identified is a language, a rhetoric of resistance to postmodern cultural conditions. U.S liberation movements of the post-World War II era generated specific modes of oppositional consciousness. Out of these emerged a new activity of consciousness and language Sandoval calls the "methodology of the oppressed". This methodology -- born of the strains of the cultural and identity struggles that currently mark global exchange -- holds out the possibility of a new historical moment, a new citizen-subject, and a new form of alliance consciousness and politics. Utilizing semiotics and U.S. Third World feminist criticism, Sandoval demonstrates how this methodology mobilizes love as a category of critical analysis. Rendering this approach in all its specifics, Methodology of the Oppressed gives rise to an alternative mode of criticism opening new perspectives on a theoretical, literary, aesthetic, social movement, or psychic expression.

Methodology of the oppressed

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The Call of Stories: Teaching and the Moral Imagination

My Personal Review: I read this book from a point-of-view more interested from a theological than psychological (not that these have to be kept separate), and I suspect that EVERYONE who studies theology could benefit from listening to children describe their own spiritualities. Coles narration is occasionally insightful, occasionally annoying, always self-conscious. He interviews children alone and in groups, listening and participating in their reflections and conversations. He interviews various races and religions, including chapters on Christian, Jewish, Islamic and secular children in America, the UK, Tunisia and Israel. I found his interviews with Hopi children very provocative. The book has both intellectual and spiritual value, and I hope it is read more widely than it has been.

The Spiritual Life of Children

Robert Coles, one of the most eminent child psychiatrists in the world, spent over a decade researching this book and its companion volume, The Moral Life of Children. Coles visits children all over the world, listening with willing ears, and he captures their thoughts and feelings with remarkable sympathy. As Coles demonstrates in this fascinating work, children learn much more than we think they do about political issues. While we have always taken it for granted that parents teach their children about language, religion, and morality, Coles shows how mothers and fathers also instill a strong understanding of political life in their offspring.

The political life of children

Of the first two volumes of Robert Coles's trilogy, "The Inner Lives of Children, " the "New York Times Book Review" said, "There is no one more interested in what children say, sing, don't say or don't sing - and why - than Robert Coles. He is to the stories that children have to tell what Homer was to the tale of the Trojan War. And in more ways than one - all of which are richly exhibited in these companion volumes." "The Moral Life of Children, " illustrated by children's drawings, shows how children struggle with questions of moral choice in the United States, Brazil, and elsewhere, as revealed in their reactions to movies and stories, in their moral conduct, their conversation, their family lives, and their anxieties about themselves and the world in the face of possible nuclear war. As Jonathan Kellerman wrote in "The Los Angeles Times Book Review, " "Coles journeys into theology, social science, and popular culture...Along the way he offers a fascinating banquet of vignettes, children whose deeds, thoughts, and feelings resonate with moral strength."

The Moral Life of Children

A study of the ways in which the shared, daily experience between emotionally connected adults and their children can instill moral sense, and teach children to develop moral intelligence through witnessing the conduct of others.

Robert Coles

Papers

The Call of Stories: Teaching and the Moral Imagination

The Spiritual Life of Children

The political life of children

The Moral Life of Children

The moral intelligence of children