Faculty
Darcia F. Narvaez
Associate Professor
Ph.D., University of Minnesota
Profile
Dr. Narvaez’ research explores questions of moral cognition, moral development and moral character education. How do moral development and moral identity influence understanding of information and life events? What is a moral personality? How does early life experience influence moral functioning? What is mature moral functioning and how do we cultivate it? How can educators and parents foster moral character? How does the Environment of Evolutionary Adaptedness affect moral capabilities? Some of Dr. Narvaez’ findings: Children are unable to extract the intended themes from moral stories. Persons with different levels of moral judgment or with different types of moral personalities process information differently. Playing a prosocial videogame influences subsequent information processing. Early life experience influences “moral brain” development. She has developed several integrative theories: Adaptive Ethical Expertise, Integrative Ethical Education, Triune Ethics Theory.
Selected publications:
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., 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. & Lapsley, D. K. (2008). Teaching moral character: Two alternatives for teacher educators. Teacher Educator, 43(2), 156-172.
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). 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. (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. (2008). Triune Ethics: The Neurobiological Roots of Our Multiple Moralities. New Ideas in Psychology, 26, 95-119.
Narvaez, D. & Lapsley, D. (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.
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.
Contact Information
Office: 100 Haggar Hall
Notre Dame, Indiana 46556
Phone: (574) 631-7835
Email: dnarvaez@nd.edu
Website: http://www.nd.edu/~dnarvaez