Educational Psychology, Department of
Date of this Version
The relation of liberty to development occupies the eight authors and editors of these seven books and additional authors of chapters within two of them. Their backgrounds and perspectives are diverse, ranging across psychology, education, law, history, and economics; encompassing dozens of European, Asian, African, and American cultures; and applying divergent conceptions of children and development. Most argue in various ways and for various reasons that liberty fosters development. Some add that development, in turn, fosters liberty, in a relation so close that freedom and development cannot be sharply distinguished.
Works reviewed are:
Richard M. Lerner, Liberty: Thriving and civic engagement among America’s youth. Sage Publications, 2004.
Gloria Pipkin and ReLeah Cossett Lent, At the schoolhouse gate: Lessons in intellectual freedom. Heinemann, 2002.
ReLeah Cossett Lent and Gloria Pipkin (Eds.), Silent no more: Voices of courage in American schools. Heinemann, 2003.
Kevin W. Saunders, Saving our children from the First Amendment. New York University Press, 2003.
Marjorie Heins, Not in front of the children: “Indecency,” censorship, and the innocence of youth. Hill and Wang, 2001.
Cecilia von Feilitzen and Ulla Carlsson, Promote or protect? Perspectives on media literacy and media regulations: Yearbook 2003. The International Clearinghouse on Children, Youth and Media, 2004.
Amartya Sen, Development as freedom. Alfred A. Knopf, 1999.
Published in Journal of Applied Developmental Psychology 26:3 (May-June 2005), pp. 362-369; doi:10.1016/j.appdev.2005.02.001 Copyright © 2005 Elsevier Inc. Used by permission. http://www.sciencedirect.com/science/journal/01933973