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Helen E. Haste

Affiliations: 
Human Development and Psychology Harvard University, Cambridge, MA, United States 
Area:
Human Development, Developmental Psychology, Individual and Family Studies, Gender Studies, Women's Studies
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"Helen Haste"
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Parents

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Children

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Jessica R. Poser grad student 2007 Harvard
Alexandria M. Wilson grad student 2007 Harvard
Jennifer L. Zeuli grad student 2011 Harvard
Sara M. Lafkas grad student 2012 Harvard

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Publications

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Wong KL, Haste H, Lee JCK, et al. (2020) A proposed model for teachers’ perceptions of national and moral education: A national identity building curriculum in post-colonial Hong Kong Journal of Educational Change. 1-26
Xiang X, Zhao X, Zhang S, et al. (2018) Good person, good citizen? The discourses that Chinese youth invoke to make civic and moral meaning Citizenship Teaching and Learning. 13: 193-207
Haste H, Gardner H. (2017) Jerome S. Bruner (1915-2016). The American Psychologist. 72: 707-708
Zhao X, Haste H, Selman RL, et al. (2017) Compliant, Cynical, or Critical Chinese Youth’s Explanations of Social Problems and Individual Civic Responsibility Youth & Society. 49: 1123-1148
Haste H. (2016) Pluralism, Perspective, Order and Organization: The Fault-Lines of 21st Century ‘Cultures’ and Epistemologies Interdisciplinary Science Reviews. 41: 167-187
Haste H. (2013) Deconstructing the Elephant and the Flag in the Lavatory: Promises and Problems of Moral Foundations Research. Journal of Moral Education. 42: 316-329
Haste H. (2012) Where do we go from here in political psychology? An introduction by special issue editor Political Psychology. 33: 1-9
Haste HE. (2011) Discovering commitment and dialogue with culture Journal of Moral Education. 40: 369-376
Haste H. (2009) The Others Within Us: Constructing Jewish‐Israeli Identity – By Daniel Bar‐On Shaping History: Narratives of Social Change – By Molly Andrews Political Psychology. 30: 505-507
Haste H. (2009) What is ‘competence’ and how should education incorporate new technology's tools to generate ‘competent civic agents’ Curriculum Journal. 20: 207-223
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