Narvaez, D. (in press). Character development. In D. Phillips (Ed.), Encyclopedia of Educational Theory and Philosophy. New York: Sage.

Mrkva, K., & Narvaez, D.  (in press). Moral psychology and the “Cultural Other”: Cultivating openness to experience and the new. In B. Zizek & A. Escher (Eds.), Ways of approaching the strange. Steiner Verlag.

Narvaez, D., & Bock, T. (in press). Human flourishing and moral development: Cognitive science and neurobiological perspectives on virtue development. In L. Nucci & D. Narvaez (Eds.), Handbook of Moral and Character Education (2nd ed.). New York: Routledge.

Narvaez, D. (in press). The decline and restoration of virtue. In B. Musschenga (Ed.), Why be moral? Heidelberg, Germany: Springer.

Narvaez, D., & Lapsley, D. (in press). Becoming moral: Development of moral agents through social interaction. In. M. Christen, J. Fischer, M. Huppenbauer, C. Tanner, & C. van Schaik (Eds.), Empirically Informed Ethics. Morality between Facts and Norms. Springer Library of Ethics and Applied Philosophy Series.

Brooks, J., Bock, T., & Narvaez, D. (in press). Moral motivation, moral judgment and anti-social behavior. Journal of Research in Character Education.

Narvaez, D. (in press). Integrating science into moral education practice. In R. Kaymackan & M. Zengin (Eds.), International Symposium on Values and Education. Istanbul:

Narvaez, D. (in press). Educación ética integrativa: los componentes del conocimiento experto, la comunidad y las virtudes [Integrative Ethical Education: The components of expert knowledge, community and virtue]. In B. Garcia (Ed.),  Memorias Coloquio Educación Ciudadana.

2013

Narvaez, D., Wang, L., Gleason, T., Cheng, A., Lefever, J., & Deng, L.  (in press). The Evolved Developmental Niche and sociomoral outcomes in Chinese three-year-olds. European Journal of Developmental Psychology.

Narvaez, D. (2013). Wisdom as mature moral functioning: Insights from developmental psychology and neurobiology. In M. Jones, P. Lewis, & K. Reffitt (Eds.), Character, Practical Wisdom and Professional Formation across the Disciplines.  Macon, GA: Mercer University Press.

Narvaez, D. (2013). Neurobiology and moral mindsets. In K. Heinrichs & F. Oser (Eds.), Moral and Immoral Behavior: Theoretical and Empirical Perspectives on Moral Motivation (pp. 289-307). Rotterdam: Sense Publishers.

Narvaez, D. (2013). Development and socialization within an evolutionary context: Growing up to become  “A good and useful human being.” In D. Fry (Ed.), War, Peace and Human Nature: The convergence of Evolutionary and Cultural Views (pp. 643-672).  New York: Oxford University Press.

Narvaez, D. (2013). The individual, relational and social neurobiological development of morality. In M. Riemslagh, R. Burggraeve, J. Corveleyn & A. Liégeois (Eds.), After You. The ethics of the pastoral counselling process (pp. 109-135). Leuven, Belgium: Bibliotheca Ephemeridum Theologicarum Lovaniensium

Narvaez, D., & Gleason, T. (2013). Developmental optimization. In D. Narvaez, J., Panksepp, A. Schore, & T. Gleason (Eds.), Evolution, Early Experience and Human Development: From Research to Practice and Policy (pp. 307-325). New York: Oxford University Press.

Narvaez, D., Panksepp, J., Schore, A., & Gleason, T. (2013). The value of using an evolutionary framework for gauging children’s well-being.  Evolution, Early Experience and Human Development: From Research to Practice and Policy (pp. 3-30). New York: Oxford University Press.

Narvaez, D., Panksepp, J., Schore, A., & Gleason, T. (2013). The Future of human nature: Implications for research, policy, and ethics. In D. Narvaez, J., Panksepp, A. Schore, & T. Gleason (Eds.),. Evolution, Early Experience and Human Development: From Research to Practice and Policy (pp. 455-468). New York: Oxford University Press.

Lapsley, D., Holter, A., & Narvaez, D. (2013). Teaching for Character: Three Strategies for Teacher Education. In M. Sanger & R. Osgulthorpe (Eds.), The Moral Work of Teaching: Preparing and Supporting Practitioners. New York: Teachers College Press.

2012

Narvaez, D. (2012). Mothers, dialogues, and support. In M-C Bertau, M. Gonçalves & P. Raggatt (Eds.), Dialogic Formations: Investigations into the Origins and the Development of the Dialogical Self, for series Advances in Cultural Psychology, J. Valsiner, Series Ed.) (pp. 197-202). Charlotte, SC: Information Age Publishing.

Christen, M., & Narvaez, D. (2012). Moral Development in Early Childhood is Key for Moral Enhancement (commentary). American Journal of Bioethics—Neuroscience, 3(4), 25-26.

Narvaez, D. (2012). Moral neuroeducation from early life through the lifespan. Neuroethics, 5(2), 145-157. doi:10.1007/s12152-011-9117-5

Narvaez, D. (2012). Moral rationality. Tradition and Discovery, XXXVIII (2), 25-33.  

Narvaez, D. (2012). Restoring personal knowledge and virtue: Response to commentary. Tradition and Discovery, XXXVIII (2), 44-47.

Junkins, T., & Narvaez, D. (2012). An Educational Model for Teaching a Nonkilling Ethic. In. D.J. Christie & J. Pim (Eds.), Nonkilling Psychology (pp. 295-319). Honolulu: Center for Global Non-Killing. Available online: http://www.nonkilling.org/node/458

2011

Narvaez, D. (2011). The world looks small when you only look through a telescope: The need for a developmental expertise view of reasoning. Behavioral and Brain Sciences, 34, 83-84.

Junkins, T., & Narvaez, D. (2011). Habitat for Humanity and the support of civic participation. In Factis Pax, 5 (1), 66-79.

 Narvaez, D., Radvansky, G.A., Lynchard, N., & Copeland, D. (2011). Are older adults more attuned to morally-charged information? Experimental Aging Research, 37, 1-37.

Narvaez, D. (2011). Neurobiology, moral education and moral self-authorship. In. D. de Ruyter & S. Miedema (Eds.), Moral education and development: a lifetime commitment (pp. 31-44). Rotterdam: Sense Publishers.

Narvaez, D. (2011). The ethics of neurobiological narratives. Poetics Today, 32(1): 81-106.

2010

Narvaez, D. (2010). Building a sustaining classroom climate for purposeful ethical citizenship. In T. Lovat and R. Toomey (Eds.), International Research Handbook of Values Education and Student Wellbeing (pp. 659-674) New York: Springer Publishing Co.

Narvaez, D. (2010). Moral complexity: The fatal attraction of truthiness and the importance of mature moral functioning. Perspectives on Psychological Science, 5(2), 163-181.

Narvaez, D., Gleason, T., & Mitchell, C. (2010). Moral virtue and practical wisdom: Theme comprehension in children, youth and adults. Journal of Genetic Psychology, 171(4), 1-26.

Narvaez, D. & Hill, P.L. (2010). The relation of multicultural experiences to moral judgment and mindsets. Journal of Diversity in Higher Education 3(1), 43-55.  

Narvaez, D. (2010). The embodied dynamism of moral becoming.  Perspectives on Psychological Science, 5(2), 185-186. PDF

Narvaez, D., Holter, A., Vaydich, J.L. (2010). Moral development. In A.S. Davis (Ed.), Handbook of Pediatric Neuropsychology (pp. 79-87). New York: Springer Publishing Co.

Narvaez, D. (2010).  Del pensamiento postconvencional [On postconventional thinking]. Postconvencionales, 1, 4-7.

Narvaez, D. (2010). La teoría de la ética triuna: premisas básicas e implicaciones [Triune ethics theory: Basic premises and implications]. Postconvencionales, 2, 74-96.

2009

Narvaez, D. (2009). Building and sustaining knowledge by overcoming the dualistic mindset in education. African Technology Development Forum, Vol. 5 (1-2), 16-25.

Thoma, S.J., Derryberry, W.P., & Narvaez, D. (2009). The distinction between moral judgment development and verbal ability: Some relevant data using socio-political outcome variables. High Ability Studies, 20(2), 173-185.

Narvaez, D., & Lapsley, D.K. (2009). Moral identity and the development of moral character.  In D. Medin, L. Skitka, D. Bartels, & C. Bauman (Eds.), Moral cognition and decision making, Vol. 50 of the Psychology of Learning and Motivation series (pp. 237-274). Elsevier.

Narvaez, D. (2009). Triune Ethics Theory and moral personality. In D. Narvaez & D.K. Lapsley (Eds.), Moral Personality, Identity and Character: An Interdisciplinary future (pp. 136-158). New York: Cambridge University Press.

Narvaez, D., & Lapsley, D. K. (2009). Introduction. In D. Narvaez & D.K. Lapsley (Eds.), Moral Personality, Identity and Character: An Interdisciplinary future (pp. 1-10). New York: Cambridge University Press.

Narvaez, D., & Lapsley, D.K. (2009). Moral personality: Themes, questions, futures. In D. Narvaez & D.K. Lapsley (Eds.), Moral Personality, identity and character: An Interdisciplinary future (pp. 441-448). New York: Cambridge University Press.

Narvaez, D., Kmehlkov, V., Vaydich, J., & Turner, J. (2009).Measuring teacher moral self efficacy. Journal of Research in Character Education, 6(2), 3-16.

2008

Narvaez, D. (2008). The Social-Intuitionist Model: Some Counter-Intuitions. In W. A. Sinnott-Armstrong (Ed.), Moral Psychology, Vol. 2, The Cognitive science of morality: Intuition and diversity. Cambridge, MA: MIT Press.

Narvaez, D. (2008). How cognitive and neurobiological sciences inform values education for creatures like us. In D. Aspin & J. Chapman (Eds.), Values Education and Lifelong Learning: Philosophy, Policy, Practices. Springer Press International.

Narvaez, D. (2008). Triune Ethics Theory: The neurobiological roots of our multiple moralities. New Ideas in Psychology, 26, 95-119.

Narvaez, D. (2008). Human Flourishing and Moral Development: Cognitive Science and Neurobiological Perspectives on Virtue Development. In L. Nucci & D. Narvaez (Eds.), Handbook of Moral and Character Education. (pp. 310-327) Mahwah, NJ: Erlbaum.

Narvaez, D. & Lapsley, D. (2008). Teaching moral character: Two strategies for teacher educators. Teacher Educator, 43, 156-172.

Narvaez, D., Mattan, B., MacMichael, C., & Squillace, M. (2008). Kill bandits, collect gold or save the dying: the effects of playing a prosocial video game. Media Psychology Review. 1 (1). Available online from http://mprcenter.org/mpr/index.php?option=com_content&view=article&id=35&Itemid=121

Narvaez, D. & Vaydich, J. (2008). Moral development and behaviour under the spotlight of the neurobiological sciences.  Journal of Moral Education, 37(3), 289-313.

Lapsley, D.K., & Narvaez, D. (2008). “Psychologized morality” and ethical theory, or, Do fences make good neighbors? In F. Oser & W. Veugelers, Getting involved: Global citizenship development and sources of moral values (pp. 279-291). Rotterdam: Sensepublishers.

2007

Narvaez, D. (2007). How cognitive and neurobiological sciences inform values education for creatures like us. In D. Aspin & J. Chapman (Eds.), Values Education and Lifelong Learning: Philosophy, Policy, Practices (pp. 127-159). Springer Press International.

Narvaez, D., & Gleason, T. (2007). The Influence of moral judgment development and moral experience on comprehension of moral narratives and expository texts. The Journal of Genetic Psychology, special issue (Nancy Eisenberg, editor), 168(3), 251–276.

2006

Narvaez, D. (2006). Integrative Ethical Education. In M. Killen & J. Smetana (Eds.), Handbook of Moral Development (pp. 703-733). Mahwah, NJ: Erlbaum.

Lapsley, D. K. & Narvaez, D. (2006). Character Education. In Vol. 4 (A. Renninger & I. Siegel, volume eds.), Handbook of Child Psychology (W. Damon & R. Lerner, Series Eds.) (pp. 248-296). New York: Wiley.

Narvaez, D., Lapsley, D., Hagele, S., & Lasky, B. (2006). Moral chronicity and social information processing: Tests of a social cognitive approach to the moral personality.  Journal of Research in Personality, 40, 966–985.

2005

Narvaez, D., &  Lapsley, D. (2005). The psychological foundations of everyday morality and moral expertise. In D. Lapsley & Power, C. (Eds.), Character Psychology and Character Education (pp. 140-165). Notre Dame: IN: University of Notre Dame Press.

Lapsley, D., & Narvaez, D. (2005). Moral psychology at the crossroads. In D. Lapsley & Power, C. (Eds.), Character Psychology and Character Education (pp. 18-35). University of Notre Dame Press.

Narvaez, D. (2005). The Neo-Kohlbergian Tradition and Beyond: Schemas, Expertise and Character. In G. Carlo & C. Pope-Edwards (Eds.), Nebraska Symposium on Motivation, Vol. 51: Moral Motivation through the Lifespan (pp. 119-163). Lincoln, NE: University of Nebraska Press.

2004

Crowell, C., Narvaez, D., & Gomberg, A. (2004). Information ethics from a developmental perspective. In L. A. Freeman & A. G. Peace (Eds.), Information Ethics: Privacy and Intellectual Property (pp. 19-37). Hershey, PA: Information Science Publishing.

Narvaez, D., Bock, T., Endicott, L., & Lies, J. (2004). Minnesota’s Community Voices and Character Education Project. Journal of Research in Character Education, 2, 89-112.

2003

Endicott, L., Bock, T., & Narvaez, D. (2003). Moral Reasoning, Intercultural Development, and Multicultural Experiences: Relations and Cognitive Underpinnings.  International Journal of Intercultural Relations, 27, 403-419.

Narvaez, D., Bock, T., & Endicott, L. (2003). Who should I become? Citizenship, goodness, human flourishing, and ethical expertise. In W. Veugelers & F. K. Oser (Eds.), Teaching in Moral and Democratic Education (pp. 43-63). Bern, Switzerland: Peter Lang Publishers.

Narvaez, D., Herbst, R., Hagele, S. & Gomberg, A. (2003). Nurturing peaceful character. Journal of Research in Education, 13, 41-50.

2002

Narvaez, D. (2002). Does Reading Moral Stories Build Character? Educational Psychology Review 14(2), 155-171.

Narvaez, D. & Bock, T. (2002). Moral schemas and tacit judgement or how the Defining Issues Test is supported by cognitive science.  Journal of Moral Education, 31 (3) 297-314. *Reprinted in Mason, M. (2004). Taking Sides: Clashing Views on Controversial Issues in Cognitive Science. New York: McGraw-Hill.

Narvaez, D. (2002b). Individual differences that influence reading comprehension.  In M. Pressley & C. C. Block  (Eds.), Reading Comprehension Instruction (pp. 158-175). New York: Guilford.

2001

Narvaez, D. (2001).  Moral text comprehension: Implications for education and research.  Journal of Moral Education, 30 (1), 43-54.

2000

Rest, J. R., Narvaez, D., Bebeau, M., & Thoma, S. (2000). A neo-Kohlbergian approach to morality research. Journal of Moral Education, 29 (4), 381-395.

1999

Narvaez, D., Gleason, T., Mitchell, C. & Bentley, J. (1999). Moral Theme Comprehension in Children. Journal of Educational Psychology, 91(3), 477-487.

Narvaez, D., Getz, I., Rest, J. R., & Thoma, S. (1999). Individual moral judgment and cultural ideologies. Developmental Psychology, 35, 478-488.

Narvaez, D., van den Broek, P., and Ruiz, A.  (1999). Reading purpose, type of text and their influence on think-aloud and comprehension measures. Journal of Educational Psychology, 91(3), 488-496.

Bebeau, M., Rest, J. R. & Narvaez, D. (1999). Beyond the promise: A framework for research in moral education. Educational Researcher, 28 (4), 18-26.

Narvaez, D. (1999). Using discourse processing methods to study moral thinking. Educational Psychology Review, 11 (4), 377-394.

Narvaez, D., & Mitchell, C. (1999). Schemas, culture, and moral texts. (In M. Leicester, C. Modgil, & S. Modgil, Eds.) Education, Culture and Values (Vol. IV of Moral Education and Pluralism) (pp. 149-157). London: Falmer Press.

Rest, J., Narvaez, D., Thoma, S. J., & Bebeau, M. J. (1999). DIT2: Devising and testing a new instrument of moral judgment. Journal of Educational Psychology, 91 (4), 644-659.

Rest, J., Narvaez, D., Bebeau, M., & Thoma, S. (1999). A neo-Kohlbergian approach to moral judgment: An overview of Defining Issues Test research. Educational Psychology Review, 11(4), 291-324.

Thoma, S., Barnett, R., Rest, J., & Narvaez, D. (1999). What does the DIT measure? British Journal of Social Psychology, 38(1), 103-111.

Thoma, S. J., Narvaez, D., Rest, J. R., & Derryberry, P. (1999). Does moral judgment reduce to political attitude or verbal ability? Educational Psychology Review, 11(4), 324-342.

1998

Narvaez, D. (1998).  The effects of moral schemas on the reconstruction of moral narratives in 8th grade and college students.  Journal of Educational Psychology, 90(1), 13-24.

Narvaez, D., Bentley, J., Gleason, T., Samuels, J. (1998).  Moral theme comprehension in third grade, fifth grade and college students. Reading Psychology, 19(2), 217-241.

1997

Rest, J., Thoma, S., Narvaez, D. & Bebeau, M. (1997). Alchemy and beyond: Indexing the Defining Issues Test. Journal of Educational Psychology, 89 (3), 498-507.

1996

van den Broek, P., Rohleder, L. & Narvaez, D. (1996). Causal inferences in the comprehension of literary texts.  In R. Kreuz & M. S. MacNealy (Eds.) Empirical Approaches to Discourse: Perspectives from the Third IGEL Conference (pp.179-200). Norwood, NJ: Ablex.

1995

Narvaez, D. & Rest, J. (1995). The four components of acting morally.  In W. Kurtines & J. Gewirtz (Eds.), Moral behavior and moral development: An introduction (pp. 385-400). New York: McGraw-Hill.

1994

van den Broek, P., Rohleder, L. & Narvaez, D. (1994). Cognitive processes in the comprehension of literary texts.  In H. van Oostendorp & R. Zwaan (Eds.) Naturalistic Text Comprehension, Vol. LIII, Advances in Discourse Processes (pp. 229-246).  Norwood, NJ: Ablex.

1993

Narvaez, D. (1993). High achieving students and moral judgment. Journal for the Education of the Gifted, 16 (3), 268-279.

1991

Rest, J. & Narvaez, D. (1991). The college experience and moral development. In W. Kurtines and J. Gewirtz (Eds.), Handbook of moral behavior and development, Vol. 2 (pp. 229-245). Hillsdale, NJ: Lawrence Erlbaum.

Rest, J. & Narvaez, D. (1990). The college experience and moral development. In Korean Studies: Its cross-cultural perspective (pp. 648-661).  Seoul, Korea: The Academy of Korean Studies.

Papers about Darcia Narvaez

The Emerging Comprehensive Moral Psychology of Darcia Narvaez by Paul Lewis. Tradition and DIscovery, The Polanyi Society Periodical, XXXVII(3), 9-18.