Sports Participation, the Acceptance of Sports Aggression, and Adolescent Development

Zengaro, Sally; Zengaro, Franco; Iran‐Nejad, Asghar

doi:10.1037/e704162011-001

Cited by 1 publication

(2 citation statements)

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“…As already suggested, a growing body of research indicates that there are two sides to the coin of moral understanding. First, from a theoretical standpoint, the obverse side of this coin is moral engagement and the converse is moral disengagement (Bandura, 1990;Zengaro, 2010). From the biofunctional standpoint, the obverse is a cohering (or constructive), healing, and humanizing process and the converse is an incohering (or unconstructive), hurting, and dehumanizing process.…”

Section: The Two Sides Of the Coin Of Moral Understandingmentioning

confidence: 99%

“…From the biofunctional standpoint, the obverse is a cohering (or constructive), healing, and humanizing process and the converse is an incohering (or unconstructive), hurting, and dehumanizing process. There is evidence that this cohering/incohering process interacts intimately with moral performance dispositions (Zengaro, 2010). A cohering performance disposition encompasses moral engagement, positive affect, and less negative emotion.…”

Section: The Two Sides Of the Coin Of Moral Understandingmentioning

confidence: 99%

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The Paradox of the Missing Biological Function in Understanding: Implications for Moral and General Education

Iran‐Nejad

2013

IJEP

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This essay argues that the endemic moral crisis and the crisis of confidence in education are related; and both are a function, in part, of a paradoxical divide between two types of human understanding: psychological and biofunctional. In the psychological realm, people cause understanding using the psychological theories they know. Biofunctionally, understanding is caught by the understander, by analogy to catching a cold, caused by an unknown biological function, without the understander (a) having direct access to the cause, (b) knowing what the cause is, and (c) realizing how the cause works. This paradox introduces a divide between people’s psychological and biofunctional types of understanding. Unwarily, people tend to overlook this divide thereby compromising their full understanding potential. In this essay, I elaborate on the nature of this paradox, the awesome divide that it causes, and its implications for moral and general education.

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Section: The Two Sides Of the Coin Of Moral Understandingmentioning

confidence: 99%

Section: The Two Sides Of the Coin Of Moral Understandingmentioning

confidence: 99%