The subject of personal and moral identity is at the centre of interest, not only of academic research within disciplines such as philosophy and psychology, but also of everyday thinking. This is why the Neth erlands School for Research in Practical Philosophy and the Institute for Ethics of the Vrije Universiteit in Amsterdam took the initiative to bring together scholars from various disciplines, interested in the subject. The expert-seminar on 'Personal and Moral Identity' took place from 12-14 January 1999. Financial contributions from the Vrije Universiteit, the Dutch Scientific Organisation (NWO) and the Royal Dutch Academy for the Sciences (KNA W) made the event possible. The chapters in this book either go back to papers presented at the seminar or were written afterwards by participants, inspired by the discussions that took place during the seminar. We are very grateful to Dr. Hendrik Hutter for his assistance in editing the texts and making the manuscript camera-ready. December 2001, The Editors. 1 Introduction Albert W. Musschenga Although scholars studying the identity of persons usually address diverging issues and have different research agendas, there is a grow ing awareness that one may benefit from insights and results present in other disciplines dealing with that subject. This explains the enthu siastic responses to the invitation of the Netherlands School for Research in Practical Philosophy and the Institute for Ethics of the Vrije Universiteit to participate in a seminar on 'Personal and Moral Identity'."

Philosophy of development is a fascinating area of research at the intersection of philosophy, psychology, and education. This book is unique in that it combines a broad sketch of contemporary developmental theory with detailed discussions of its central issues, in order to construct a general framework for understanding and analyzing theories of individual and collective development in various domains ranging from cognitive and moral development to developments in art. Special attention is also given to the rich relations between conceptual development and education. The approach taken in this volume is located in the landscape of current philosophical debate. The book is not a mere collection of articles. It has been written in close cooperation by seven authors aiming to provide a coherent, albeit rather elaborate, prolegomenon to what a fully comprehensive philosophy of development would look like.

The subject of personal and moral identity is at the centre of interest, not only of academic research within disciplines such as philosophy and psychology, but also of everyday thinking. This is why the Neth erlands School for Research in Practical Philosophy and the Institute for Ethics of the Vrije Universiteit in Amsterdam took the initiative to bring together scholars from various disciplines, interested in the subject. The expert-seminar on 'Personal and Moral Identity' took place from 12-14 January 1999. Financial contributions from the Vrije Universiteit, the Dutch Scientific Organisation (NWO) and the Royal Dutch Academy for the Sciences (KNA W) made the event possible. The chapters in this book either go back to papers presented at the seminar or were written afterwards by participants, inspired by the discussions that took place during the seminar. We are very grateful to Dr. Hendrik Hutter for his assistance in editing the texts and making the manuscript camera-ready. December 2001, The Editors. 1 Introduction Albert W. Musschenga Although scholars studying the identity of persons usually address diverging issues and have different research agendas, there is a grow ing awareness that one may benefit from insights and results present in other disciplines dealing with that subject. This explains the enthu siastic responses to the invitation of the Netherlands School for Research in Practical Philosophy and the Institute for Ethics of the Vrije Universiteit to participate in a seminar on 'Personal and Moral Identity'."

Philosophy of development is a fascinating area of research at the intersection of philosophy, psychology, and education. This book is unique in that it combines a broad sketch of contemporary developmental theory with detailed discussions of its central issues, in order to construct a general framework for understanding and analyzing theories of individual and collective development in various domains ranging from cognitive and moral development to developments in art. Special attention is also given to the rich relations between conceptual development and education.