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| Preface | |
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| Introduction | |
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| Cognitive Development | |
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| Piaget's Theory of Formal Operations | |
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| Piaget's Theory of Cognitive Development | |
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| Piaget's Theory of Formal Operations | |
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| Research on Formal Operations | |
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| The Quest for Postformal Operations | |
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| Conclusion | |
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| Inference, Thinking, and Reasoning | |
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| The Ubiquity of Inference | |
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| Thinking as Purposeful Inference | |
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| Reasoning as Self-Constrained Thinking | |
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| Diversity in Thinking and Reasoning | |
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| Conclusion | |
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| Metacognition and Epistemic Cognition | |
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| Rationality as Metacognition | |
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| Development of Metalogical Understanding | |
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| Epistemic Cognition and Development | |
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| Epistemic Domains | |
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| Conclusion | |
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| The Construction of Rationality | |
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| The Construction of Metalogical Understanding | |
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| The Construction of Metasubjective Objectivity | |
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| Reflection, Coordination, and Peer Interaction | |
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| Conclusion | |
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| Moral Development | |
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| Kohlberg's Theory of Moral Development | |
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| Female Circumcision: A Case Study in Culture and Morality | |
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| Moral Rationality | |
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| Piaget's Theory of Moral Development | |
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| Kohlberg's Theory of Moral Development | |
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| Research on Kohlberg's Theory | |
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| Conclusion | |
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| Justice, Care, and Virtue | |
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| Conceptions of the Moral Domain | |
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| Prosocial Conceptions of Morality as Care | |
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| Eudaimonist Conceptions of Morality as Virtue | |
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| Moral Foundations | |
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| Conclusion | |
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| Principles and Perspective Taking | |
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| Advanced Morality as Principled Morality | |
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| Advanced Morality as Advanced Perspective Taking | |
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| Morality and Culture | |
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| Conclusion | |
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| The Construction of Morality | |
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| Mildred Loving | |
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| Moral Reasoning and Moral Development | |
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| A Pluralist Conception of Moral Development | |
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| Conclusion | |
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| Identify Formation | |
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| Erikson's Theory of Identity Formation | |
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| Erikson's Theory of Personality Development | |
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| Erikson's Theory of Adolescent Identity Formation | |
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| Marcia's Theory of Identity Formation | |
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| Research on Identity Status | |
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| Conclusion | |
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| Identity as a Theory of Oneself | |
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| Development of Self-Conceptions | |
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| Construing the Self as a Person | |
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| Domains of Identity | |
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| Beyond Cognition | |
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| Conclusion | |
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| Personal and Social Identity | |
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| Social Identity | |
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| Ethnic Identity | |
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| Gender, Culture, and Identity | |
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| Conclusion | |
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| The Construction of Identity | |
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| Developmental Process | |
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| Discovery or Creation | |
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| Sexual Identity | |
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| Conclusion | |
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| Development beyond Childhood | |
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| Rational Moral Identity | |
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| Moral Rationality | |
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| Rational Identity | |
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| Moral Identity | |
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| Rational Moral Identity | |
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| Conclusion | |
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| Pluralist Rational Constructivism | |
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| Constructivism | |
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| Rational Constructivism | |
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| Pluralist Rational Constructivism | |
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| Three Aspects of Diversity | |
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| Conclusion | |
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| Rationality, Liberty, and Education | |
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| Education for Rationality | |
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| The Role of Liberty in the Construction of Rationality | |
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| Intellectual Freedom in Secondary Education | |
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| Conclusion | |
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| Adolescents as Young Adults | |
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| A Thought Experiment; The Developmental Panel | |
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| Adolescent Rationality | |
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| Adolescent Brains? | |
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| Development Beyond Childhood | |
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| Conclusion | |
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| Glossary | |
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| References | |
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| Author Index | |
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| Subject Index | |