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Chapters in Books

Colby, A., Bundick, M., Remington, K., & Morton, E. (In press). Moral flourishing in later life through purpose beyond the self In L. Jensen (Ed.), Oxford Handbook of Moral Development: An Interdisciplinary Perspective.
Kiang, L., Malin, H., & Sandoz, A. (2020). Discovering identity and purpose in the classroom: Theoretical, empirical, and applied perspectives. The Ecology of Purposeful Living Across the Lifespan: Developmental, Educational, and Social Perspectives. DOI: 10.1007/978-3-030-52078-6
Damon, W. & Malin, H. (2020). The Development of Purpose: An International Perspective In R. L. Jensen (Ed.), Oxford Handbook of Moral Development: An Interdisciplinary Perspective. DOI:10.1093/oxfordhb/9780190676049.013.8
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Malin, H. (2019). Sociocultural theory and children’s art making M. Sakr & J. Osgood (Eds.), Postdevelopmental Approaches to Childhood Art. DOI: 10.5040/9781350042575
Damon, W. (2017). The American dream is alive in the minds of young Americans In Thomas W. Gilligan (Ed.), American Exceptionalism in a New Era: Rebuilding the Foundation of Freedom and Prosperity, Chapter 13, 151-161. Hoover Institution Press, Stanford, CA.
Araujo, U. F. (2016). Citizenship Education and Social Participation in an Unequal Society: The Case of Brazil In A. Peterson, R. Hattam, M. Zembylas, and J. Arthur (Eds.) The Palgrave International Handbook of Education for Citizenship and Social Justice, (pp 327-345). London, Macmillan Publishers Ltd. DOI: 10.1057/978-1-137-51507-0
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Damon, W., Bronk, K. C., Porter, T. (2015). Youth entrepreneurship In R. Scott and S. Kosslyn (Eds.) Emerging Trends in the Social and Behavioral Sciences: An Interdisciplinary, Searchable, and Linkable Resource. New York: John Wiley and Sons. DOI: 10.1002/9781118900772
Damon, W. and Colby, A. (2013). Why a true account of human development requires exemplar research In M. K. Matsuba, P. E. King, & K. C. Bronk (Eds.), Exemplar methods and research: Strategies for investigation. New Directions for Child and Adolescent Development, 142, 13–25..
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Tirri, K. (2012). The core of school pedagogy: Finnish teachers’ views on the educational purposefulness of their teaching In Niemi, H., Toom, A. & Kallioniemi, A. (Eds.). Miracle of education: The principles and practices of teaching and learning in Finnish schools. Rotterdam: Sense Publishers pp. 55-66.
Reilly, T. S. and Damon, W. (2012). Understanding purpose through interviews In J. Froh and A. Parks (Eds.), Activities for Teaching Positive Psychology: A Guide for Instructors (pp 45-52). Washington DC: American Psychological Association.
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Mariano, J. M. (2011). The psychological requirements of inclusion: A positive youth development view In P. Jones, J. Carr, & J. Fauske (Eds.). Leading for Inclusion: How Schools Can Build on the Strengths of All Learners, pp. 81-102..
Miller, Aaron L. (2011). Taibatsu: From educational solution to social problem to marginalized non-issue In R. Goodman, Y. Imoto, and T. Toivonen (Eds.) A Sociology of Japanese Youth: From Returnees to NEETs (pp. 81-97). London: Routledge.
Moran, S. (2011). Commentary: Assessing and developing multiple intelligences purposefully In K. Tirri and P. Nokelainen, Measuring multiple intelligences and moral sensitivities in education, 121-134. Rotterdam/Taipei: SensePublishers.
Miller, A. (2011). Beyond the four walls of the classroom: "Real" and "imagined" change in Japanese sports and education. In D. B. Willis and J. Rappleye (Eds.), Reimagining Japanese education: Borders, transfers, circulations, and the comparative Oxford (pp. 171-192). UK: Symposium Books.
Mariano, J. M., and Going, J. (2011). Youth purpose and positive youth development In R. Lerner and J. Lerner (Eds.), Advances in Child Development and Behavior, Vol. 41. Boston, MA: Elsevier. pp. 39-68.
Mariano, J. M. (2011). The psychological requirements of inclusion: A positive youth development view. In P. Jones, J. Carr, & J. Fauske (Eds.), Leading for inclusion (pp 81-102). New York, NY: Teacher’s College Press.
Bundick, M. J., Yeager, D. Y., King, P., and Damon, W. (2010). Thriving across the life span. In W. F. Overton and R. M. Lerner (Eds.), Handbook of lifespan development, 882-923. Hoboken, NJ: John Wiley & Sons.
Bronk, K. C. (2010). Educating for good work. In H. Gardner (Ed.) Good Work: Theory and practice (pp. 213-226). Cambridge, MA: GoodWork Project.
Damon, W. (2008). What schools and colleges must do to prepare students for citizenship. In P. Levine and J. Youniss (Eds.) CIRCLE Working Paper 45: Youth and Civic Engagement: An Institutional Turn, 7-9. College Park, MD: CIRCLE.
Lies, J., Bronk, K. C., and Mariano, J. M. (2008). The community contribution to moral development and character. In D. Narvaez and L. Nucci (Eds.), Handbook on moral and character education, (pp. 520-536). Mahwah, NJ: Lawrence Erlbaum Associates.
Mariano, J. M. and Damon, W. (2008). The role of spirituality and religious faith in the development of purpose in adolescence. In R. M. Lerner, R. W. Roeser, and E. Phelps (Eds.), Positive youth development and spirituality: From theory to research (pp. 210-230). West Conshohocken, PA: Templeton Foundation Press.
Tirri, K., Nokelainen, P., and Holm, K. (2008). Ethical sensitivity of Finnish Lutheran 7th-9th grade students. In F. Oser and W. Veugelers (Eds.), Getting involved: Global citizenship development and sources of moral values (pp. 327-341). Rotterdam/Taipei: SensePublishers..
Tirri, K. (2008). Introduction. In K. Tirri (Ed.), Educating moral sensibilities in urban schools (pp. ix-xv). Rotterdam/Taipei: SensePublishers.
Holm, K., Tirri, K., Hanhimäki, E. (2008). How are human rights observed in schools? In K. Tirri (Ed.), Educating moral sensibilities in urban schools (pp. 127-143). Rotterdam/Taipei: SensePublishers.
Tirri, K. (2008). Spirituality as an expression of post-secular religiosity. In H-G. Ziebertz and U. Riegel (Eds.), Europe: Secular or post-secular? (pp. 155-166). Muenster: Lit Publisher.
Tirri, K. (2008). Ethical sensitivity and giftedness. In T. Balchin (Ed.), The Routledge Companion to Gifted Education (pp. 134-140). London: Routledge.
Damon, W. and Bronk, K. C. (2007). Taking ultimate responsibility. In H. Gardner (Ed.), Responsibility at work: How leading professionals act (or don't act) responsibly. (pp. 21-42). San Francisco: Jossey Bass.
Tirri, K. (2007). Spirituelle empfindsamkeit junger erwachsener. In A. A. Bucher (Ed.), Moral, Religion, Politik: Psychologisch-pädagogische Zugänge, (pp. 269-277). Münster: LIT Publishers.
Damon, W. (2006). Recent research on good work and the development of young adults: Lessons for law schools In S. Brown (Ed.), Can Justice be taught?: The social responsibility of a lawyer and a law school education. Osaka, Japan: Kwansei Gaikun University Press.
Damon, W. (2006). Finding noble purpose. In Vancouver Dialogues, pp. 28-31.Vancouver, B. C.: Dalai Lama Center for Peace and Education.
Mariano, J. M., and Verducci, S. (2006). Ethical standards in philanthropy. In W. Damon and S. Verducci, (Eds.), Taking philanthropy seriously: Beyond noble intentions to responsible giving (pp. 222-240). Bloomington: Indiana University Press.
Seligman, M. E. P., Berkowitz, M. W., Catalano, R. F., Damon, W., Eccles, J. S., Gilham, J. E., Moore, K. A., Nicholson, H. J., Park, N., Penn, D. L., Peterson, C., Shih, M., Steen, T. A., Sternberg, R. J., Tierney, J. P., Weissberg, R. P., and Zaff, J. F. (2005). The positive perspective on youth development. In D. L. Evans, E. Foa, R. Gur, H. Hendrin, C. O'Brien, M. E. P. Seligman, and B. T. Walsh (Eds.). Treating and preventing adolescent mental health disorders: What we know and what we don't know. New York: Oxford University Press, 499-529.
Damon, W. (2004). Foreword. In R. Lerner and L. Steinberg (Eds.), Handbook of adolescent psychology. Hoboken, NJ: John Wiley and Sons.
Damon, W. (2003). From the personal to the political. In C. E. Finn Jr., (Ed.), Terrorists, despots and democracy: What our children need to know. Washington, DC: Thomas B. Fordham Foundation.
Damon, W. (2003). A new - but time-honored - approach to moral development in the child. In H. H. Knoop, and P. Østergaard (Eds.), Børns liv og læreproceser i det moderne samfund. Vaerlose, Denmark: Billesø og Baltzer Publishers.
Damon, W. and Gregory, A. (2003). Bringing in a new era in the field of youth development. In R. Lerner and P. Benson (Eds.), Developmental assets and asset-building communities (pp. 47-64). New York: Kluwer Academic/Plenum Press.
Csikszentmihalyi, M., and Damon, W. (2001). What does it mean to do good work in higher education today? In Futures forum 2001: Exploring the future of higher education (pp. 15-18). San Francisco: The James Irvine Foundation.
Damon, W. (2001). To not fade away: Restoring civil identity among the young. In D. Ravitch and J. Viteritti (Eds.), Making Good Citizens: Education and civil society, (pp 122-141). New Haven: Yale University Press.
Damon, W. (2000). Setting the stage for the development of wisdom: Self-understanding and moral identity during adolescence. In W. Brown (Ed.) Understanding wisdom: Sources, science, and society (pp. 339-360). Radnor, PA: Templeton Foundation Press.
Damon, W. (2000). Moral development In A. E. Kazdin (Ed.), Encyclopedia of psychology (Vol. 5, pp. 299-302). Washington, DC: American Psychological Association Books and New York: Oxford University Press.
Damon, W. (1997). Learning and resistance: When developmental theory meets educational practice. In E. Amsel, and A. Renninger, Change and development: Issues of theory, method and application (pp. 287-310). Hillsdale, NJ: L. Erlbaum Associates.