Epistemic Subjects, Discursive Selves, and Dialogical Self Theory in the Psychology of Moral and Religious Development: Mapping Gaps and Bridges
This article charts various communalities and differences between cognitive-developmental and socio-cultural 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 narrative-dialogical 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.
Document Type: Research Article
Affiliations: 1: Université catholique de Louvain, Belgium 2: Psychology Department of Infante,D. Henrique Portucalense University, Porto, Portugal
Publication date: 01 April 2013
- Access Key
- Free content
- Partial Free content
- New content
- Open access content
- Partial Open access content
- Subscribed content
- Partial Subscribed content
- Free trial content