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Shalit draws on the research he conducted as field psychologist in the Israeli military to offer an original behavioral model of combat that accounts for the fighting potential of an individual or group. His model is based on the appraisal process that the individual undertakes in combat conditions ...

Shalit draws on the research he conducted as field psychologist in the Israeli military to offer an original behavioral model of combat that accounts for the fighting potential of an individual or group. His model is based on the appraisal process that the individual undertakes in combat conditions to assess a situation, whether it concerns him or not and regardless of his role. It is through this process that the individual makes a judgment, taking into consideration his past experience, knowledge, and expectations, that in turn leads to a course of action.

The premise of this book is that individuals and societies have an inexorable urge to morally develop by challenging the assumptions of the previous generation in terms of what is right and wrong. The focus is on the nature and functional value of conflicts and challenges to the dominant moral and ...

The premise of this book is that individuals and societies have an inexorable urge to morally develop by challenging the assumptions of the previous generation in terms of what is right and wrong. The focus is on the nature and functional value of conflicts and challenges to the dominant moral and social values framework. Through this analysis, individuals develop moral character through conflict with their local authority figures, including parents. The moral structure of societies evolves through intergenerational challenges to and contradictions with the dominant social order. The book is divided into three parts to help frame this discussion: *Part I directly takes up the issue of resistance as it occurs at a cultural level, and the implications of such resistance for moral education and socialization. *Part II explores the normative forms of adolescent resistance and contrarian behavior that vex parents and teachers alike. *Part III brings back the issue of societal structure and culture to illustrate how negative features of society--such as racial discrimination and economic disparity--can feed into the construction of negative moral identity in youth posing challenges to moral education. Taken together, this collection presents a rich counterpoint to the pictures of moral growth as the progressive sophistication of moral reasoning or the gradual accretion of moral virtues and cultural values. It will benefit those in developmental, social, and cognitive psychology, as well as sociology, political science, and education.

"In critical readings of ten of Moliere's most important plays, this book argues that a rivalry that endangers order by collapsing differences structures the works and provides a key to their understanding. Moliere's great comic characters all want desperately something that they cannot have. The ...

"In critical readings of ten of Moliere's most important plays, this book argues that a rivalry that endangers order by collapsing differences structures the works and provides a key to their understanding. Moliere's great comic characters all want desperately something that they cannot have. The objects of their desire may vary, but the presence of desire itself remains a constant. In L'Ecole des femmes, Arnolphe wants, above all, to avoid cuckoldry. The title character in Dom Juan covets women. The bourgeois Monsieur Jourdain does all in his power to become a gentleman in Le Bourgeois gentilhomme, and the eponymous character in George Dandin views his woes as the price of an ill-fated marriage that he had hoped would elevate him to noble rank. Le malade imaginaire, Argan, has a seemingly crazy desire to be sick. The list could go on."