This volume considers previously separate bodies of research on social justice, social equality, and social development. Eminent scholars from a variety of disciplines discuss the latest research to help us understand the relation between social inequalities and social development. In so doing, the book documents the powerful ways that social inequalities frame development and explores the conflicts that arise in the context of these inequalities. It illustrates how people around the world make judgments about these conditions and how they resist or change the practices they deem unjust. By bringing together these perspectives, the editors hope to demonstrate how understanding social development carries with it the possibility of change and social justice.
The book considers processes of social development. It examines Piaget’s ideas about morality and relates them to children’s thinking about social rights. An interdisciplinary review of research from developmental, social, and health psychology, social policy, anthropology, and philosophy, follows this introduction. Each contributor examines the historical, developmental, and social processes that influence beliefs regarding social justice and equality and the consequences of living in conditions of injustice. The book considers:
Intended for researchers and advanced students in developmental, social, cultural, and health psychology, policy, anthropology, and philosophy interested in a world that is socially just.
"The issues the authors write about in the book are of great importance. The research, philosophy, and recommendations found inside the book's chapters deserve careful consideration by anyone interested in social development and social justice." - Robert W. Howard - PsycCritiques
E. Turie, The Trouble With the Ways Morality is Used and How They Impede Social Equality and Social Justice. C. C. Helwig, The Moral Judgment of the Child Reevaluated: Heteronomy, Early Morality, and Reasoning about Social Justice and Inequalities. E. Zigler, S. J. Styfco, America's Head Start Program: An Effort for Social Justice. J. Gills, K. Schmukler, M. Azmitia, F. Crosby, Affirmative Action and Ethnic Minority University Students: Enlarging Pipelines to Support Services. E. Goodman, N. E. Adler, The Biology of Social Justice: Linking Social Inequalities and Health in Adolescence. S. Horn, Leaving LGBT (Lesbian, Gay, Bisexual, and Transgender) Students Behind: Schools, Sexuality, and Rights. C. Good , J. Aronson, The Development of Stereotype Threat: Consequences for Educational and Social Equality. U. Wikan, Honor, Truth, and Justice. M. Nussbaum, In Defense of Universal Values.
Each year, following their annual meeting, the Jean Piaget Society publishes an edited volume. This approximately 300-page volume covers the main themes of the symposium and is published by Psychology Press.
Members of the society receive the volume free of charge. Non-members can order copies from this website.
About the Jean Piaget Society
The Jean Piaget Society, established in 1970, has an international, interdisciplinary membership of scholars, teachers and researchers interested in exploring the nature of the developmental construction of human knowledge. The Society was named in honor of the Swiss developmentalist, Jean Piaget, who made major theoretical and empirical contributions to our understanding of the origins and evolution of knowledge.
The Society's aim is to provide an open forum, through symposia, books, our journal, and other publications, for the presentation and discussion of scholarly work on issues related to human knowledge and its development. The Society further encourages the application of advances in the understanding of development to education and other domains.
In 1989, the name of the Society was changed to Jean Piaget Society: Society for the Study of Knowledge and Development.
You can find out more on the Jean Piaget Society website at http://www.piaget.org/ .