Ulas Kaplan, faculty member in the PhD in Educational Studies Division, is a developmental scientist who explores motivational and educational phenomena from the perspective of complex dynamic systems.
Professional Title: Associate Professor
Areas of Academic Focus and Expertise: Motivation and emotion in moral development and education; dynamic systems; moral judgment; well-being and imagination
Area of Work and Concentration at Lesley: PhD program; Adult Learning and Development
Representative List of Recent Courses Taught: Adult Learning and Development; Qualitative Methods
Education: BSc, Istanbul Technical University; MA, Boğaziçi University; EdM, Harvard University; EdD, Harvard University
Representative List of Recent Publications / Exhibitions:
Kaplan, U. (in press). Moral motivation as a dynamic developmental process: Toward an integrative synthesis. Journal for the Theory of Social Behaviour.
Kaplan, U. (in press). Identity development and aging. The Sage Encyclopedia of Psychology and Gender.
Kaplan, U. (in press). Kohlberg's stages of moral development. The Sage Encyclopedia of Psychology and Gender.
Kaplan, U. (2016). Şiddeti yenmek, eğitimle gelişmek. İstanbul: Varlık Yayınları.
Plass, J., & Kaplan, U. (2016). Emotional design in digital media for learning. In S. Tettegah & M. Gartmeier (Eds.), Emotions, Technology, Design and Learning (pp. 131-162). London, UK: Elsevier.
Kaplan, U., Epstein, G. N., & Sullivan Smith, A. (2014). Microdevelopment of daily well-being through mental imagery practice. Imagination, Cognition and Personality, 34(1), 73-96.
Kaplan, U., & Tivnan, T. (2014a). Moral motivation based on multiple developmental structures: An exploration of cognitive and emotional dynamics. The Journal of Genetic Psychology. Research and Theory on Human Development, 175(3), 181-201.
Kaplan, U., & Tivnan, T. (2014b). Moral motivational pluralism: Moral judgment as a function of the dynamic assembly of multiple developmental structures. Journal of Adult Development, 21(4), 193-206.
Kaplan, U., & Tivnan, T. (2014c). Multiplicity of emotions in moral judgment and motivation. Ethics & Behavior, 24(6), 421-443.
Kaplan, U., Crockett, C. E., & Tivnan, T. (2014). Moral motivation of college students through multiple developmental stages. Evidence of intrapersonal variability in a complex dynamic system. Motivation and Emotion, 38(3), 336-352.
Kaplan, U. (2014). Moral judgment is not based on a dichotomy between emotion and cognition: Commentary on Bazerman et al. (2011). Emotion Review, 6(1), 86.
Kaplan, U., & Epstein, G. N. (2011). Psychophysiological coherence as a function of mental imagery practice. Imagination, Cognition and Personality, 31(4), 297-312.
Chirkov, V., Ryan R. M., Kim, Y., & Kaplan, U. (2003). Differentiating autonomy from individualism and independence: A self-determination theory perspective on internalization of cultural orientations, gender, and well-being. Journal of Personality and Social Psychology, 84(1), 97-110.Representative Presentations
Kaplan, U. (2014). Moral motivation as a soft-assembled process based on real-time cognition-emotion interactions. In symposium session, The relation between micro-level processes and macro-level concepts. Paper to be presented at the European Association for Research in Adolescent Conference, Izmir, Turkey.
Kaplan, U. (2014). A dynamic systems perspective on moral motivation and its educational implications. In symposium session, Applying the complex dynamic systems approach to self and motivation in educational settings. Paper presented at the American Psychological Association Convention, Washington, DC.
Kaplan, U. (2014). Microdevelopment of moral motivation using video clips. Paper presented at the 7th Annual Subway Summit on Cognition and Education Research. New York University Magnet Hall, Brooklyn, NY.
Kaplan, U. (2010). Moral motivation through multiple developmental stages: A reformulation of Kohlberg's model to account for the complexity of moral judgment. Paper presented at the Association for Moral Education Conference, St. Louis, MO.
Kaplan, U. (2010). Moral development and moral sense: A possible integration from a motivational perspective. Paper and poster presented at the Society for Research in Adult Development Annual Symposium, Philadelphia, PA.
Kaplan, U. (2009). Psychophysiological coherence as a function of mental imagery and thought monitoring. Poster presented at the U.S. Psychiatric & Mental Health Congress, Las Vegas, NV.
Kaplan, U. (2007). Cognitive and emotional dynamics in moral motivation and development. Paper presented at the Association for Moral Education Conference, New York, NY.
Kaplan, U. (2007). Development of cognitive and emotional experience in moral motivation. Poster presented at the Cognitive Development Society Conference, Santa Fe, New Mexico.
Kaplan, U. (2007). The dynamic nature of moral motivation and emotional experience in moral meaning making. Paper and poster presented at the Society for Research in Adult Development Annual Symposium, Boston, MA.
Ulas is a developmental scientist exploring a broad range of motivational and educational phenomena from the perspective of complex dynamic systems. According to this perspective, human motivation, learning and development can be understood in terms of temporal relationships between multiple psychological, organismic and environmental factors, which are intertwined. Ulas's work in moral psychology connects cognitive-developmental ideas with an affective and dynamic understanding of the moral mind.Ulas's work in human well-being examines psychological and physiological factors in relation to the therapeutic practice of mental imagery (intentional use of imagination). Similar to his exploration of moral judgment and motivation (to be subject to short-term changes), he examines well-being as an experience that is dynamically variable in a short time (microdevelopment of daily well-being).In a book he recently published in his native language (Turkish) on violence and education, Ulas proposed a dynamic developmental update and revision of Dewey's and Kohlberg's progressive educational vision. That is, he proposed that development and well-being can be universally valuable and inclusive aims of education if both development and well-being are understood dynamically with an appreciation of complexity.
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