The Evolving Self: Problem and Process in Human Development

By R. Kegan. 2009

1,457 citations recorded by the source corpus.

Prologue: Construction and Development PART ONE: EVOLUTIONARY TRUCES 1. The Unrecognized Genius of Jean Piaget 2. The Evolution of Moral Meaning-Making 3. The Constitutions of the Self PART TWO: THE NATURAL EMERGENCIES OF THE SELF 4. The Growth and Loss of the Incorporative Self 5. The Growth and Loss of the Impulsive Self 6. The Growth and Loss of the Imperial Self 7. The Growth and Loss of the Interpersonal Self 8. The Growth and Loss of the Institutional Self 9. Natural Therapy REFERENCES INDEX

Subfields: Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/b1de05baeb9b58b92d2f4e143058b4a5d058ac3e

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Citations in the corpus

Elementary Students' Metacognition and Epistemological Beliefs Considering Science Achievement, Gender and Socioeconomic Status (2009, background): “In one definition, researchers define epistemologies as developmental stages (King & Kitchener, 2004; Kegan, 1982; Perry, 1970).”
The Effect of Study Abroad on Intercultural Competence Among Undergraduate College Students (2013, background): “conceptions of development (Baxter Magolda, 2001; Kegan, 1982), they emanate from”
Helping Teachers Learn: Principals as Professional Development Leaders (2007, background): “Daloz (1986, 1999, 2000) applies Kegan’s theory (1982, 1994) to the relational context of mentoring; he suggests that the mentoring relationship can serve as a “holding environment” (Kegan, 1982) for growth from one way of knowing to the next.”
Identity Workspaces: The Case of Business Schools (2010, background): “Kegan (1982) notes that “there is not one holding environment in early life, but a succession of holding environments, a life history of cultures of embeddedness” (116).”
What triggers imposter phenomenon among academic faculty? A critical incident study exploring antecedents, coping, and development opportunities (2017, methodology): “We position our focus on imposter phenomenon in the context of identity development using both Kegan (1982) and Erikson’s (1994) identity theories as a lens for exploring how faculty experience challenges in developing their professional self.”
Threshold Concepts and Transformational Learning (2010, methodology): “Informed by Kegan’s (1982) interdisciplinary Constructive-Developmental Theory and recognising ‘the equal dignity’ of both cognition and affect, she examines the process of epistemological transformation triggered by threshold concepts.”
Identity Development Theories in Student Affairs: Origins, Current Status, and New Approaches (2009, background): “One of the components of identity development that arises quickly on most campuses is the process of students learning how to balance their needs with those of others (Kegan, 1982, 1994; Kroger, 2004).”
Identity Development of College Students: Advancing Frameworks for Multiple Dimensions of Identity (2013, background): “While other authors have presented specific identity development theories (for example, Baxter Magolda, 2001, 2009; Chickering & Reisser, 1993; Kegan, 1982) and overviews of identity development theory in book chapters (Evans et al.”
Am I a Leader? Examining Leader Identity Development Over Time (2017, methodology): “Prominent adult development theorists propose that identity is unlikely to develop linearly toward more positive self-perception (Kegan, 1983; Levinson, 1978).”
Youth Sport Leadership Development: Leveraging the Sports Captaincy Experience (2010, background): “For example, while they have the ability to be empathic and focus on the needs of others, they are still more egocentric, or self-focused, than adults (Kegan, 1982).”
Defining Self-Awareness in the Context of Adult Development: A Systematic Literature Review (2021, background): “Other authors draw a link between self-awareness and adult development (Jung, 1996; Kegan, 1982; Laske, 1999), which is portrayed as a life-long process of individuation, involving the integration of the different parts of self, including awareness of the conscious and unconscious (Jung, 1996).”
The Effect of Leadership on Follower Moral Identity: Does Transformational/Transactional Style Make a Difference? (2011, background): “Bandura and other authors also focus on identifying the antecedents to moral development by proposing that parental practices, actions, and behaviors have a significant effect on a child’s moral development, including moral identity and moral action (Bandura, 1991; Hoffman, 1977; Kegan, 1982).”
Relationships among Preservice Science Teachers’ Epistemological Beliefs, Epistemological World Views, and Self‐efficacy Beliefs (2008, background): “In one definition, researchers have viewed personal epistemologies as developmental stages (eg, Kegan, 1982 ; King & Kitchener, 2004 ; Perry, 1970 ).”