Please use this identifier to cite or link to this item: http://hdl.handle.net/11328/2462
Title: Epistemic Subjects, Discursive Selves, and Dialogical Self Theory in the Psychology of Moral and Religious Development: Mapping Gaps and Bridges
Authors: Day, James
Jesus, Paulo Renato
Keywords: Dialogical Self Theory
Moral Development
Psychology of religion
Cognitive Development
Issue Date: 2013
Citation: Day, J. M., & Jesus, P. R. (2013) Epistemic Subjects, Discursive Selves, and Dialogical Self Theory in the Psychology of Moral and Religious Development: Mapping Gaps and Bridges, Journal of Constructivist Psychology, 26:2, 137-148, DOI: 10.1080/10720537.2013.759030
Abstract: This article charts various communalities and differences between cognitive-developmental and sociocultural models in the psychology of moral and religious development, with particular attention to Hubert Hermans’s model of the dialogical self. The authors propose that, despite marked differences, even oppositions, between conceptual models and visions of the human subject in these two ways of conceiving psychological functioning, the cognitive-developmental approach and the narrativedialogical approach show meaningful correlations and overlap. Arguing for a “meta-dialogical” perspective benefiting from both cognitive-developmental and dialogical self contributions, the article goes on to explore some implications for moral and religious education.
URI: http://hdl.handle.net/11328/2462
Appears in Collections:INPP - Artigos em Revistas Internacionais / Papers in International Journals

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