Wolfgang Edelstein
Dados Biográficos
| ID | 158643 |
|---|---|
| NOME | Wolfgang Edelstein |
| PRENOMES | Wolfgang |
| SOBRENOME | Edelstein |
| ASSINATURA | EDELSTEIN W |
| AFILIAÇÕES | Max Planck Institute for Human Development |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 22 |
| TOTAL DE CITAÇÕES | 64 |
| TOTAL COMO AUTOR | 21 |
| TOTAL COMO EDITOR | 1 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1990 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2019 |
| ÍNDICE H | 3 |
Kinderrechte in die Schule
In einer kindgerechten Schule können sich Kinder sicher und geborgen fühlen, ohne Mobbing und Gewalt lernen, ihre Potenziale entwickeln, sich beteiligen und Verantwortung übernehmen. Die UN-Kinderrechtskonvention bietet eine hervorragende Grundlage für die Entwicklung von Schule zu einem wertgestützten und demokratischen Lern- und Lebensraum. Mit diesem Praxisbuch stellen die Autorinnen und Autoren eine Vielzahl guter Beispiele vor, wie Kinderrec…
Social Class, Socialization and Capabilities in a Modern Welfare State
Commentary
Commentaries| January 20 2010 Commentary Subject Area: Psychiatry and Psychology , Women's and Children's Health Wolfgang Edelstein Wolfgang Edelstein Max Planck Institute for Human Development and Education, Berlin, Germany Search for other works by this author on: This Site PubMed Google Scholar Human Development (1996) 39 (1): 40–43. https://doi.org/10.1159/000278378 Article history Published Online: January 20 2010 Content Tools Views Icon Vi…
Contents, Vol. 25, 1982
Regulatory Structures of the Self and ‘Postformal’ Stages in Adulthood
This paper outlines a theoretical approach to the problem of adult development beyond Piagetian formal operations and Kohlberg’s principled moral reasoning. Regulatory structures of the self are viewed as a higher order structure d’ensemble enabling the subject to operate adequately on reality. Higher order functioning is characterized by acceptance of contradiction and principled relativism simultaneously with the imperatives of truth in proposi…
Moral Development, Self, and Identity
Contents: Preface. L.J. Walker, Gus in the Gap: Bridging the Judgment-Action Gap in Moral Functioning. R. Bergman, Identity as Motivation: Toward a Theory of the Moral Self. F.C. Power, The Moral Self in Community. R. Atkins, D. Hart, T.M. Donnelly, Moral Identity Development and School Attachment. D. Moshman, False Moral Identity: Self-Serving Denial in the Maintenance of Moral Self-Conceptions. L. Nucci, Reflections on the Moral Self Construct.…
Tributes to Howard E. Gruber
The cognitive context of historical change
Childhood personality influences on social-cognitive development
Reasoning about responsibilities and obligations in close relationships
The study compares sociomoral reasoning of children and adolescents in Iceland, longitudinally assessed at ages 7, 9, 12, and 15 years (N = 97), and in China, cross-sectionally assessed at corresponding ages (N = 350). Participants reasoned about choices, motives, and moral justifications of a protagonist in a sociomoral dilemma. The dilemma allows persons to focus on different concerns (e.g., promise keeping or close friendship vs. self-interest…
Childhood personality influences on social–cognitive development
The relation of childhood personality to the development of friendship understanding and moral judgment in adolescence was considered in a longitudinal study. Personality at age 7, assessed with the California Child Q-Set, was characterized in terms of ego-resiliency and ego-control. IQ and social class were also measured. Friendship understanding was assessed when the participants were ages 7, 9, 12, 15, and 19, and moral judgment was elicited w…
The relation of childhood personality types to adolescent behavior and development
The relation of childhood personality types, or configurations of personality traits, to adolescent development was examined. Three personality types were identified in an inverse factor analysis of California Child Q-Sort data on 128 Icelandic 7-year-olds: resilient, overcontrolled, and undercontrolled. Growth curve analyses demonstrated that in comparison to children of the other 2 types, children of the resilient personality type had higher le…
Justice as solidarity
A longitudinal study of the relation between representations of attachment in childhood and cognitive functioning in childhood and adolescence
Eighty-five Icelandic children (41 girls and 44 boys) participated in a study on the relations among attachment representations, self-confidence, and cognitive functioning in childhood and adolescence. Attachment representations and self-confidence were assessed at age 7 on the basis of children's responses to a separation story and observations made by independent observers. Cognitive functioning was measured at ages 7, 9, 12, 15, and 17 years b…
The Relationship of Self-Understanding in Childhood to Social Class, Community Type, and Teacher-Rated Intellectual and Social Competence
The relationship of children's self-understanding to social class, community type (modem vs. traditional), and ratings made by teachers was investigated in Iceland. Subjects were seventy-three 12-year-olds in Reykjavik, distributed evenly across six social classes, and twenty-one 12-year-olds primarily from families in the lowest two social classes residing in two traditional rural communities. In clinical-developmental interviews, the children w…
Lawrence Kohlberg's Socratic Paradox
Paradoxes between the substance and procedure of moral education are examined from a societal perspective
Handlungsbefähigung und Milieu
Demokratie lernen und leben
Ein wenig unerwartet, ja fast konnte man sagen: unverhofft, ist Demokratielernen im Jahre 2005 auf die Tagesordnung in Europa gelangt. Der Europarat hat das Jahr 2005 zum Year of Citizenship Eduation in Europe ausgerufen. Die Europaische Kommission hat Demokratie und Menschenrechte als Bildungsziele in den Entwicklungsrahmen des Lissabon-Prozesses gestellt, der die EU zur entwickelten Wissensgesellschaft machen und damit wirtschaftlich, sozial un…
Zur Bestimmung der Moral
Demokratie lernen und leben. Gutachten zum Programm
Der Text skizziert Grundlagen, Ziele und Arbeitsrahmen für ein Schulentwicklungsprogramm der Bund-Länder-Kommission unter dem Titel "Demokratie lernen und leben". Das erste Kapitel skizziert die empirische Ausgangslage (Gewalt, Politikverdrossenheit, Rechtsextremismus), die im zweiten Kapitel hinsichtlich der Folgen und im Blick auf pädagogische Konsequenzen analysiert wird. Im Anschluss an Zwischenüberlegungen zur Systematik der Analyse wird der…
Potsdamer Modell der Lehrerbildung
[Die Denkschrift "Potsdamer Modell der Lehrerbildung" dient als Grundlagentext für den Aufbau der Universität Potsdam nach der Wende und umfasst die Neuordnung der Lehrerbildung und die strukturelle Festlegung der Fächer Erziehungswissenschaften, Psychologie und Sozialwissenschaften. Die Autoren teilen in ihrem Beitrag] die zentralen Passagen der Konzeption und ihrer Begründung mit (Kapitel 4 der Denkschrift). Ihnen gehen eine Zusammenfassung der…
Bildung und Armut. Der Beitrag des Bildungssystems zur Vererbung und zur Bekämpfung von Armut
Zu Beginn des Beitrags wird die Armutsfalle beschrieben, dann die verschiedenen Facetten der Kinderarmut bestimmt: zunächst Einkommensarmut als ökonomische, sodann Zertifikatsarmut und Kompetenzarmut als funktionale Aspekte der Bildungsarmut. Ein weiterer Abschnitt beschreibt den Beitrag des mehrgliedrigen Schulsystems, seiner soziokulturellen Segregationsleistung und seiner vor allem zeitlichen Operationsweise zur Reproduktion und intergeneratio…
The relation of childhood personality types to adolescent behavior and development
The relation of childhood personality types, or configurations of personality traits, to adolescent development was examined. Three personality types were identified in an inverse factor analysis of California Child Q-Sort data on 128 Icelandic 7-year-olds: resilient, overcontrolled, and undercontrolled. Growth curve analyses demonstrated that in comparison to children of the other 2 types, children of the resilient personality type had higher le…
A longitudinal study of the relation between representations of attachment in childhood and cognitive functioning in childhood and adolescence
Eighty-five Icelandic children (41 girls and 44 boys) participated in a study on the relations among attachment representations, self-confidence, and cognitive functioning in childhood and adolescence. Attachment representations and self-confidence were assessed at age 7 on the basis of children's responses to a separation story and observations made by independent observers. Cognitive functioning was measured at ages 7, 9, 12, 15, and 17 years b…
Reasoning about responsibilities and obligations in close relationships
The study compares sociomoral reasoning of children and adolescents in Iceland, longitudinally assessed at ages 7, 9, 12, and 15 years (N = 97), and in China, cross-sectionally assessed at corresponding ages (N = 350). Participants reasoned about choices, motives, and moral justifications of a protagonist in a sociomoral dilemma. The dilemma allows persons to focus on different concerns (e.g., promise keeping or close friendship vs. self-interest…
Childhood personality influences on social–cognitive development
The relation of childhood personality to the development of friendship understanding and moral judgment in adolescence was considered in a longitudinal study. Personality at age 7, assessed with the California Child Q-Set, was characterized in terms of ego-resiliency and ego-control. IQ and social class were also measured. Friendship understanding was assessed when the participants were ages 7, 9, 12, 15, and 19, and moral judgment was elicited w…
Bildung und Armut. Der Beitrag des Bildungssystems zur Vererbung und zur Bekämpfung von Armut
Zu Beginn des Beitrags wird die Armutsfalle beschrieben, dann die verschiedenen Facetten der Kinderarmut bestimmt: zunächst Einkommensarmut als ökonomische, sodann Zertifikatsarmut und Kompetenzarmut als funktionale Aspekte der Bildungsarmut. Ein weiterer Abschnitt beschreibt den Beitrag des mehrgliedrigen Schulsystems, seiner soziokulturellen Segregationsleistung und seiner vor allem zeitlichen Operationsweise zur Reproduktion und intergeneratio…
Justice as solidarity
The Relationship of Self-Understanding in Childhood to Social Class, Community Type, and Teacher-Rated Intellectual and Social Competence
The relationship of children's self-understanding to social class, community type (modem vs. traditional), and ratings made by teachers was investigated in Iceland. Subjects were seventy-three 12-year-olds in Reykjavik, distributed evenly across six social classes, and twenty-one 12-year-olds primarily from families in the lowest two social classes residing in two traditional rural communities. In clinical-developmental interviews, the children w…
Lawrence Kohlberg's Socratic Paradox
Paradoxes between the substance and procedure of moral education are examined from a societal perspective
The Relationship of Self-Understanding in Childhood to Social Class, Community Type, and Teacher-Rated Intellectual and Social Competence
The relationship of children's self-understanding to social class, community type (modem vs. traditional), and ratings made by teachers was investigated in Iceland. Subjects were seventy-three 12-year-olds in Reykjavik, distributed evenly across six social classes, and twenty-one 12-year-olds primarily from families in the lowest two social classes residing in two traditional rural communities. In clinical-developmental interviews, the children w…
A longitudinal study of the relation between representations of attachment in childhood and cognitive functioning in childhood and adolescence
Eighty-five Icelandic children (41 girls and 44 boys) participated in a study on the relations among attachment representations, self-confidence, and cognitive functioning in childhood and adolescence. Attachment representations and self-confidence were assessed at age 7 on the basis of children's responses to a separation story and observations made by independent observers. Cognitive functioning was measured at ages 7, 9, 12, 15, and 17 years b…
Justice as solidarity
The relation of childhood personality types to adolescent behavior and development
The relation of childhood personality types, or configurations of personality traits, to adolescent development was examined. Three personality types were identified in an inverse factor analysis of California Child Q-Sort data on 128 Icelandic 7-year-olds: resilient, overcontrolled, and undercontrolled. Growth curve analyses demonstrated that in comparison to children of the other 2 types, children of the resilient personality type had higher le…
Childhood personality influences on social-cognitive development
Reasoning about responsibilities and obligations in close relationships
The study compares sociomoral reasoning of children and adolescents in Iceland, longitudinally assessed at ages 7, 9, 12, and 15 years (N = 97), and in China, cross-sectionally assessed at corresponding ages (N = 350). Participants reasoned about choices, motives, and moral justifications of a protagonist in a sociomoral dilemma. The dilemma allows persons to focus on different concerns (e.g., promise keeping or close friendship vs. self-interest…
Childhood personality influences on social–cognitive development
The relation of childhood personality to the development of friendship understanding and moral judgment in adolescence was considered in a longitudinal study. Personality at age 7, assessed with the California Child Q-Set, was characterized in terms of ego-resiliency and ego-control. IQ and social class were also measured. Friendship understanding was assessed when the participants were ages 7, 9, 12, 15, and 19, and moral judgment was elicited w…
The cognitive context of historical change
Tributes to Howard E. Gruber
Moral Development, Self, and Identity
Contents: Preface. L.J. Walker, Gus in the Gap: Bridging the Judgment-Action Gap in Moral Functioning. R. Bergman, Identity as Motivation: Toward a Theory of the Moral Self. F.C. Power, The Moral Self in Community. R. Atkins, D. Hart, T.M. Donnelly, Moral Identity Development and School Attachment. D. Moshman, False Moral Identity: Self-Serving Denial in the Maintenance of Moral Self-Conceptions. L. Nucci, Reflections on the Moral Self Construct.…
Contents, Vol. 25, 1982
Regulatory Structures of the Self and ‘Postformal’ Stages in Adulthood
This paper outlines a theoretical approach to the problem of adult development beyond Piagetian formal operations and Kohlberg’s principled moral reasoning. Regulatory structures of the self are viewed as a higher order structure d’ensemble enabling the subject to operate adequately on reality. Higher order functioning is characterized by acceptance of contradiction and principled relativism simultaneously with the imperatives of truth in proposi…
Commentary
Commentaries| January 20 2010 Commentary Subject Area: Psychiatry and Psychology , Women's and Children's Health Wolfgang Edelstein Wolfgang Edelstein Max Planck Institute for Human Development and Education, Berlin, Germany Search for other works by this author on: This Site PubMed Google Scholar Human Development (1996) 39 (1): 40–43. https://doi.org/10.1159/000278378 Article history Published Online: January 20 2010 Content Tools Views Icon Vi…
Social Class, Socialization and Capabilities in a Modern Welfare State
Kinderrechte in die Schule
In einer kindgerechten Schule können sich Kinder sicher und geborgen fühlen, ohne Mobbing und Gewalt lernen, ihre Potenziale entwickeln, sich beteiligen und Verantwortung übernehmen. Die UN-Kinderrechtskonvention bietet eine hervorragende Grundlage für die Entwicklung von Schule zu einem wertgestützten und demokratischen Lern- und Lebensraum. Mit diesem Praxisbuch stellen die Autorinnen und Autoren eine Vielzahl guter Beispiele vor, wie Kinderrec…
Handlungsbefähigung und Milieu
Demokratie lernen und leben
Ein wenig unerwartet, ja fast konnte man sagen: unverhofft, ist Demokratielernen im Jahre 2005 auf die Tagesordnung in Europa gelangt. Der Europarat hat das Jahr 2005 zum Year of Citizenship Eduation in Europe ausgerufen. Die Europaische Kommission hat Demokratie und Menschenrechte als Bildungsziele in den Entwicklungsrahmen des Lissabon-Prozesses gestellt, der die EU zur entwickelten Wissensgesellschaft machen und damit wirtschaftlich, sozial un…
Zur Bestimmung der Moral
Demokratie lernen und leben. Gutachten zum Programm
Der Text skizziert Grundlagen, Ziele und Arbeitsrahmen für ein Schulentwicklungsprogramm der Bund-Länder-Kommission unter dem Titel "Demokratie lernen und leben". Das erste Kapitel skizziert die empirische Ausgangslage (Gewalt, Politikverdrossenheit, Rechtsextremismus), die im zweiten Kapitel hinsichtlich der Folgen und im Blick auf pädagogische Konsequenzen analysiert wird. Im Anschluss an Zwischenüberlegungen zur Systematik der Analyse wird der…
Potsdamer Modell der Lehrerbildung
[Die Denkschrift "Potsdamer Modell der Lehrerbildung" dient als Grundlagentext für den Aufbau der Universität Potsdam nach der Wende und umfasst die Neuordnung der Lehrerbildung und die strukturelle Festlegung der Fächer Erziehungswissenschaften, Psychologie und Sozialwissenschaften. Die Autoren teilen in ihrem Beitrag] die zentralen Passagen der Konzeption und ihrer Begründung mit (Kapitel 4 der Denkschrift). Ihnen gehen eine Zusammenfassung der…
Bildung und Armut. Der Beitrag des Bildungssystems zur Vererbung und zur Bekämpfung von Armut
Zu Beginn des Beitrags wird die Armutsfalle beschrieben, dann die verschiedenen Facetten der Kinderarmut bestimmt: zunächst Einkommensarmut als ökonomische, sodann Zertifikatsarmut und Kompetenzarmut als funktionale Aspekte der Bildungsarmut. Ein weiterer Abschnitt beschreibt den Beitrag des mehrgliedrigen Schulsystems, seiner soziokulturellen Segregationsleistung und seiner vor allem zeitlichen Operationsweise zur Reproduktion und intergeneratio…
Psychology (14 obras) · Social Psychology (11 obras) · Philosophy (9 obras) · Political science (8 obras) · Social Psychology (7 obras) · Sociology and Education Studies (7 obras) · Developmental psychology (6 obras) · Cognition (5 obras) · Computer Science (5 obras) · Moral development (5 obras)