Darcia F. Narvaez
Ph.D., University of Minnesota
Dr. Narvaez’ research explores questions of moral cognition and moral development over the lifespan in multiple contexts (e.g., family, school). She examines how early life experience influences moral functioning and moral character in children and adults. She integrates neurobiological, clinical, developmental and education sciences in her theories and research about moral development. Questions that interest her include: How do moral development and moral identity influence understanding of information and life events? What is a moral personality? What is mature moral functioning and how do we cultivate it? How can educators and parents foster moral character? She has developed several integrative theories: Adaptive Ethical Expertise, Integrative Ethical Education, Triune Ethics Theory. You can download papers at her website (link below). She writes a blog for Psychology Today (link below).
Narvaez, D., Panksepp, J., Schore, A., & Gleason, T. (Eds.) (in press). Evolution, Early Experience and Human Development: From Research to Practice and Policy. New York: Oxford University Press.
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(2), 83-84.
Narvaez, D., Radvansky, G.A., Lynchard, N., & Copeland, D. (2011). Are older adults more attuned to morally-charged information? Experimental Aging Research, 37, 1–37.
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.
Narvaez, D. (2010). The embodied dynamism of moral becoming. Perspectives on Psychological Science, 5(2), 185-186.
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. (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. (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. San Francisco: Jossey-Bass.
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., & Lapsley, D.K. (Eds.) (2009). Personality, Identity, and Character: Explorations in Moral Psychology. New York: Cambridge University Press.
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). 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. (2008). Triune Ethics: The Neurobiological Roots of Our Multiple Moralities. New Ideas in Psychology, 26, 95-119.
Narvaez, D., Mattan, B., MacMichael, C., & Squillace, M. (2008). Kill bandits, collect gold or save the dying: the effects of playing a prosocial video game. Media Psychology Review, 1 (1).
Narvaez, D. & Vaydich, J. (2008). Moral development and behaviour under the spotlight of the neurobiological sciences. Journal of Moral Education, 37(3), 289-313.
Nucci, L. P., & Narvaez, D. (Eds.) (2008). Handbook of Moral and Character Education. New York: Routledge.
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 (pp. 233-240). Cambridge, MA: MIT Press.
Narvaez, D. & Lapsley, D. K. (2008). Teaching moral character: Two alternatives for teacher educators. Teacher Educator, 43(2), 156-172.
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, 168(3), 251–276.
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.
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. (2006). Integrative Ethical Education. In M. Killen & J. Smetana (Eds.), Handbook of Moral Development (pp. 703-733). Mahwah, NJ: Erlbaum.
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., & Lapsley, D. (2005). The psychological foundations of everyday morality and moral expertise. In D. Lapsley & C. Power (Eds.), Character Psychology and Character Education (pp. 140-165). Notre Dame, IN: University of Notre Dame Press.
Lapsley, D., & Narvaez, D. (Eds.) (2004). Moral Development, Self and Identity: Essays in Honor of Augusto Blasi. 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.
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.
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.*
Rest, J. R., Narvaez, D., Bebeau, M., & Thoma, S. (1999). Postconventional Moral Thinking: A Neo-Kohlbergian Approach. Mahwah, NJ: Erlbaum.
Narvaez, D., Gleason, T., Mitchell, C. & Bentley, J. (1999). Moral Theme Comprehension in Children. Journal of Educational Psychology, 91(3), 477-487.
Psychology Today blog: http://www.psychologytoday.com/blog/moral-landscapes