Gil G. Noam

Kurt W. Fischer

How do people develop in their important relationships? How do two people come together to form a new, close relationship? How do relationships affect or determine who we are and who we become? These questions should be central to the study of mind and development, but most researchers neglect relationships and focus instead on analyses of individuals, as if people were basically alone, experiencing occasional fleeting moments with other people. Research based on this individualist assumption has dominated the behavioral and clinical sciences, but there are other voices, and they are growing. In this book, many of the scholars who are moving relationships and attachments back to the center of human development outline their central concepts, findings, and perspectives. People are fundamentally social, and relationships are part of the fabric of being human, forming an essential foundation that molds each person's mind and action. A mind does not reside in one person but in relationships and communities, composed of many people's interconnected minds, which mutually support and define each other. From the start and throughout life, each person develops strengths and vulnerabilities in important relationships in communities and cultures. Those relationships are so central to each person's activity and experience that without them, no scientific explanation can even begin to analyze mind and action. There is no mind without other people. There is no psychological vulnerability that does not involve others. The contributors to this book aim to establish a firm foundation for the role of relationships in human activity and health and to promote strong research by bringing together in one place most of the best research and theory on development and relationships. Their goal is to stimulate a more radical inclusion of relationships in mind, an ecological focus on the ways that relationships constitute action, feeling, and thought.

Development and Vulnerability in Close Relationships

Beth Bernstein-Yamashiro

Explore the complexity of teacher-student relationships insecondary school settings and learn how these largely unscriptedrelationships function for students and teachers in their learningand socioemotional development. For teachers, the relationships provide a foundation forpedagogical and curricular endeavors and lead to their increasedinvestment in students’ growth, development, and academicsuccess. Students who have such relationships feel more comfortablein their learning environments, interested in the material, andmotivated to perform well. We discuss what these relationships look like from theperspectives of teacher and student. Topics include: Drawing appropriate boundaries School-provided guidelines and guidance Formats for supporting teachers A whole school approach to working on students’ emotionalchallenges Relationships in after-school programs. The voices of teachers and students in this volume show how muchyoung people want to feel known and engage with teachers and howmuch teachers feel rewarded and invigorated by taking the step toconnect with students on this level. This is the 137th volume of New Directions forYouth Development, the Jossey-Bass quarterly report seriesdedicated to bringing together everyone concerned with helpingyoung people, including scholars, practitioners, and people fromdifferent disciplines and professions.

New Directions for Youth Development, Number 137

Teacher-Student Relationships: Toward Personalized Education

Thomas Wren

Thomas E. Wren

This follow-up to The Moral Domain carries forward the exploration of new ways of modeling moral behavior. Whereas the first volume emphasized the work of Lawrence Kohlberg and the tradition of cognitive development, The Moral Self presents a paradigm that also incorporates noncognitive structures of selfhood. The concerns of the sixteen essays include the diversity of moral outlooks, the dynamics of creating a moral self, cognitive and noncognitive prerequisites of the psychological-development of autonomy and moral competence, and motivation and moral personality. Contributors Part I, Conceptual Foundations: Harry Frankfurt, Amélie Oksenberg Rorty, Ernst Tugendhat, Ernest S. Wolf, Thomas WrenPart II, Building a New Paradigm: Augusto Blasi, Anne Colby, William Damon, Helen Haste, Mordecai Nisan, Gil G. Noam, Larry Nucci, John Lee Part III, Empirical Investigation: Monika Keller, Wolfgang Edelstein, Lothar Krappmann, Leo Montada, Gertrud Nunner-Winkler, Ervin Staub

Gil G. Noam

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