CURICULUM VITAE
Education
Ph.D. - The University of Chicago, Human Development - 1968
M.A. - The Hebrew University of Jerusalem, Psychology - 1965
B.A. - The Hebrew University of Jerusalem (Psychology, Literature)-1964
Academic Positions
1999-2005 - Academic Director, Mandel Leadership Institute
2000-2001 - Visiting scholar, Carnegie Institute of Education, Palo Alto. CA
2000 - Visiting scholar, University of Melbourne
1996-1999 - Chairman of academic board, Melton Center for Jewish Education
1996-1997 - Visiting Scholar, Wolfson College, Oxford University
1994-1995 - Academic director. School For Educational Leadership, Jerusalem
1993-1994 - Research associate. Center For Philosophy of Education, School of Education, Harvard University
1990 - Professor, The Hebrew University of Jerusalem
1989-1992 - Head of the School of Education, The Hebrew University of Jerusalem
1985 - The Melton Chair, The Hebrew University of Jerusalem
1983 - Associate Professor, The Hebrew University of Jerusalem
1982 - Research Associate, The Max Planck Institute for Human Development and Education, Berlin
1981 - Research Associate, School of Education, Harvard University
1978-1980 - Head, Department of Education, The Hebrew Univeristy of Jerusalem
1977 - Research Associate, Center for Moral Development and Education, Harvard University
1976 - Senior Lecturer, School of Education, The Hebrew University of Jerusalem
1974-1976 - Head of Program of Educational Psychology, The Hebrew University of Jerusalem
1972 - Lecturer, School of Education, The Hebrew University of Jerusalem
List of Publications
Books (edited)
1. 
Psychology in Education. Tel Aviv: Ozar Hamore, 1978.
(Edited by U. Last and M. Nisan, Hebrew).
2. Between Psychology and Education. Jerusalem: Magnes Press, 1983.
(Edited by M. Nisan and U. Last, Hebrew).
3. Practice in Education. Jerusalem: Mossad Bialick. 2005
(Edited by M. Nisan and O. Schremer, Hebrew)
4. Deliberation in Education. Jerusalem: Keter. 2005.
(Edited by M. Nisan and O. Schremer, English)
Refereed articles
1. Programmed Instruction in Arithmetic for Disadvantaged Children. Megamot, 1972, 18, 78-88 (Hebrew).
2. The Dimension of Time in Relation to Choice Behavior and Achievement Orientation. Journal of Persoanltiy and Social Psychology,1972,21, 175-182.
3. A Survey of the Perceptions and Behavior of Undergraduate Humanities Students. Yedion Hafaculta, the Hebrew University, Jerusalem,1972,2,2-31 (Hebrew).
4. The Effect of Expected Temporal Distance on Risk-Taking. Journal of Personality and Social Psychology, 1973, 25, 375-380.
5. Evaluation of Temporally Distant Reinforcements. Journal of Personality and Social Psychology, 1973, 26, 295-300.
6. Perception of Time in Lower-Class Black Students. International Journal of Psychology, 1973, 8, 159-166.
7. Preparatory Course for University Students from Culturally Deprived Background, Jerusalem, NCJW Center for Research in Education, 1974, 1-140.
8. Exposure to Reward and the Delay of Gratification. Developmental Psychology, 1974, 10, 376-380.
9. Structure and Content in Moral Development. In Education for Values, proceedings of a conference held at Ben-Gurion University, Beer-Sheva, 1974 (Hebrew).
10. Imposed Inhibition and Delay of Gratification.Child Development, 1974, 45, 1089-1092.
11. Children's Evaluations of Temporally Distant Outcomes. Journal of Genetic Psychology, 1975, 126, 53-60.
12. Who is Afraid of Success? And Why? Journal of Youth and Adolescence,1975, 4, 259-270 (By R. Butler and M. Nisan).
13. The Effect of Group Discussion on Moral Judgment. Eyunim Bechinuch,1975, 2, 39-46 (Hebrew).
14. Delay of gratification in children: Personal vs. group choices. Child Development, 1976, 47, 195-200.
15. The nature of the conflict in delay of gratification. Journal of Genetic Psychology, 1977, 131, 195-205.
16. The effect of expected temporal distance to a grade on level of performance in a test. International Review of Applied Psychology,
1977, 25, 85-90.
17. Educational Psychology and the act of instruction. In Last, U. and Nisan, M. (Eds.), Psychology in Education. pp. 11-17, Tel-Aviv: Ozar Hamoreh, 1978, (By U. Last and M. Nisan, Hebrew).
18. Effects of evaluation on intrinsic motivation.In Last, U. and Nisan, M. (Eds.), Psychology in Education. pp. 56-64, Tel-Aviv:Ozar Hamoreh,1978, (By M. Nisan and R. Butler, Hebrew).
19. Children's actual choices and their conception of the wise choice in a delay of gratification situation. Child Development, 1977,48, 488- 494 (By M. Nisan and A Koriat).
20. Delay of gratifiction as a function of exchange values and appetitive values of the rewards. Motivation and Emotion, 1978, 2, 380-395 (By A.Koriat and M. Nisan).
21. The effects of the Yom Kippur war on values of Israeli female students. Journal of Youth and Adolescence, pp. 161-169, 8, 1979 (By R. Hoz and M. Nisan).
22. Latent messages of evaluation in school. In Nevo, B. (Ed.), Bechinot Habagrut, pp. 139-156, Tel Aviv: Am oved, 1980 (Hebrew).
23. The two faces of the effect of evaluation on disadvantaged children. In Adiel, S. (Ed.), Fostering Deprived Youth and Residential Education, pp. 92-110, Tel Aviv: Gome, 1980 (Hebrew).
24. Motivational aspects of evaluation in school. In Levy, A. Evaluation Roles, pp. 131-148, London: Gordon and Breach, 1981.
25. Universality and cross-cultural variation in moral development: A longitudinal and cross-sectional study in Turkey. Child Development,
1982, 53, 865-876 (By M. Nisan and L. Kohlberg).
26. Two approaches to moral development. In Nisan, M. and Last, U. (Eds.), Between Education and Psychology, pp. 383-405, Jerusalem: Magnes Press, 1983 (Hebrew).
27. Content and structure in moral judgment: An integrative view. In Kurtines, W. and Gewirtz, J. (Eds.), Morality and Moral Development, pp. 208-224, New York: Wiley, 1984.
28. Distributive justice and social norms. Child Development, 1984, 55,1020-1029.
29. The effect of cognitive structuring on delay of gratification. Child Development, 1984, 55, 492-503 (By M. Nisan and A. Koriat).
30. Limited morality - A concept and its educational implications. In
Berkowitz, M. and Oser, F., (Eds.), Moral Education: Theory and Practice, pp. 403-420, Hillsdale, N.J.: Erlbaum, 1985.
30a. Also in German, Begrenzte Moralitat: Ein Konzept und seine erzicherischen Implikationen. In Oser, F.; Fatke, R. and Hoffe, O. (Eds.), Transformation und Entwicklung, pp. 192-214, Frankfurt am Mein: Suhrkamp, 1986.
31. Academic motivation.In Husen, T. (Ed.), International Encyclopedia of Education, Vol. 6, pp. 3430-3434. London: Pergamon Press, 1985.
32. Justice in the classroom: Equity in grades. In Lamm, Z. (Ed.), School and Education, pp. 141-157, Jerusalem: Magnes, 1985 (Hebrew).
33. Die moralische Bilanz: ein Modell moralischen Entscheidens, in Edelstein, W. and Nunner-Winkler, G. (Eds.), Zur Bestimmunder Moral, pp. 347-386, Frankfurt am Main: Suhrkamp, 1986.
34. Effects of no feedback, task-related comments, and grades on intrinsic motivation and performance, Journal of Educational Psychology, 1986, 78, 210-216 (By R. Butler and M. Nisan).
35. Sense of obligation as a motivational factor in school, In Last, U. (Ed.), Psychological Work in the School, pp. 321-351, Jerusalem: Magnes Press, 1987 (Hebrew).
36. Moral norms and social conventions: a cross-cultural comparison, Developmental Psychology, 1987, 23, 719-725.
37. The Measurment of Moral Judgment: Theoretical Foundations and Research Validation. By Colby, A., and Kohlberg, L., and collaborators (M.Nisan is one of ten mentioned collaborators). Cambridge: Cambridge Univeristy Press, 1987 (2 Volumes).
38. A story of a pot, or a cross-cultural comparison of basic moral evaluations: A response to the critique by Turiel, Nucci and Smetana (1987). Developmental Psychology, 1988, 24, 144-146.
39. Development of norms: Implications for cultural change. In Gottesman,M. (Ed.), Cultural Transition - The Case of Immigrant Youth, Jerusalem: The Magnes Press, 1988.
40. A study of cultural differences in moral judgment: Norms, orientations and stages. In Moral Education East and West: Tradition and innovation. The Institute of Moralogy, Reitaku University, Japan,1988 (Japanese).
41. The child as a philosopher of values: Development of a distinct perception of values in childhood. Journal of Moral Education, 1988,
17, 8-18.
42. Sense of obligation as a motivational factor. In Nenniger, P. (Ed.),Motivation by Contents. Basel: Karger. In Press.
43. Moral balance - A model of how people arrive at moral decisions. In
Wren, T. (Ed.), The moral domain. Cambridge: M.I.T. Press, 1989 (An extended version of Die Moralische Bilanze, 1986). 283-314.
44. The motivation underlying "Second Chance" programs - analysis and suggestions. In Inbar, D. (Ed.), Second chance in education. London
and New York: Falmer Press, 1990. 89-104.
45. Moral justification of acts judged to be morally right and acts judged to be morally wrong, British Journal of Social Psychology, 1989, 28, 213-225. (By M. Nisan and A. Koriat).
46. Sense of obligation in school learning. In Mandle, H., De Corte, E.,Bennet, N., Friedrich, H.F. (Eds.), Learning and instruction. Vol. 2.1, Oxford: Pergamon Press, 1989, 533-546.
47. Moral balance: The effect of prior behavior on decision in moral conflict. British Journal of Social Psychology. 1990, 29, 29-42. (By M. Nisan and G. Horenczyk).
48. Children's perceptions of effort and productivity as granting a right for reward. British Journal of Developmental Psychology. 1989, 7, 307-319.
49. The moral balance model: Theory and research extenting our understanding of moral choice and deviation. In Kurtines, W. and Gewirtz, J. (Eds.), Handbook of moral behavior and development. Vol. 3, Hillsdule, N.J.: Erlbaum, 1991. 213-249.
50. Beyond intrinsic motivation: Cultivating a sense of the desirable. In: F.K. Oser, A. Dick & J.L. Patry (Eds.), Effective and responsible teaching. San Francisco: Jossey-Bass. 1992. 126-138.
51. Balanced identity: Morality and other identity values. In Noam, G. and Wren, T. (Eds.), The moral self. Cambridge, MA.: M.I.T. Press. 1993.
52. Maintaining a balanced and respected identity: Moral choice in late adulthood. In: G. Ben-Shakhar & A. Lieblich (Eds.), Studies in Psychology. Jerusalem: Magnes Press. 1995. 139-152.
53. Development of the distinction among the "desirable", morality and personal preference. Social Development. 1996. 219-229.
54. Moral balance - A model for moral choice. In: W.M. Kurtines & J.L. Gewirtz,(Eds.), Moral Development. Boston: Allyn and Bacon, 1995.
55. Instilling a value orientation in schools. In: L. Lo & S.W. Man, (Eds.), Civic and moral Education. Hong-Kong: Chinese University Press. 1996. 99-119.
56. Personal identity and education for the desirable. Journal of Moral Education. 1996. 25, 75-83.
57. The actualization balance of ethnic identity. (1996). Journal of Personality and Social Psychology, 70, 836-843.
58. Manifestations of Relativism and individualism in moral judgment of individuals: Implicatins for moral education. In: M. Leicester, C. Modgil & S. Modgil (Eds.), Values Education. London: Falmer. 1999.
59. "Identity model" for developing leadership in education. Monographs from the Mandel Institute. Jerusalem, 1997.
60. Parteilichkeit und Identitat. Psychologische Forschung zur Bevorzugung von Gruppenmitgliedern. In: W. Edelstein & G. Nunner-Winkler (Eds.), Moral in socialen Kontext (pp. 409-441), Frankfurt: Suhrkamp, 2000.
61. Sense of the desirable as a motivational basis in school. Education for Thinking. Jerusaem: Branco-Weiss, 2000 (Hebrew).
62. Moral functioning - new directions in psychology of morality. In: Y. Cohen et al (Eds.), Education for Values. Jerusalem: Magnes Press, 2000 (Hebrew).
63. In praise of pluralism in educational identity. In: H. Amit (Ed.), Leaders and leadership. Tel-Aviv: Maarachot, 2000(hebrwe).
64. Judgment and choice in moral functioning. In D. K. Lapsley & D. Narvaez (Eds.), (2006), Moral development, self, and identity. Mahwah, N.J.: Erlbaum.
65. Commitment and uncertainty – a psychological study. In J. Cohen (Ed.), Languages and literatures in Jewish education. (pp. 347-383). Jerusalem: Magnes.
66. Teachers' cultural ideology: Patterns of curriculum and teaching culturally valued texts. Teachers College Review, (2006). (By A. Shkedi & M. Nisan).
67. The sense of the worthy as a motivation for studying: the case of the yeshiva. (2006). Interchange, 37/4, 363-394. (By M. Nisan and Y. Shalif).
68. Partiality and identity – psychological research on preferential behavior toward group members. In W. Edelstein & G. Nunner-Winkler (Eds.), (2005), Morality in context. Oxford: Elsevier.
Invited lectures in symposia (Partial list)
- Development of ideology - the case of distributive justice. Symposium on Approaches to the Development of Ideology. Annual meeting of the American Educational Research Association, San Francisco, 1986.
- Ideology - Behavior discrepaney: A cognitive approach. Symposium on the Relationship between Judgment and Behavior. Annual meeting of the International Society for Political Psychology, Amsterdam, 1986.
- Sense of obligation as a motivational factor in school. Invited paper
for a symposium on Motivation by Contents, organized by the Swiss Society for Research in Education, Freiburg, Switzerland, 1986.
- Teachers' behavior and the child's sense of obligation and learning orientation. Symposium on Personality Influences on Teaching Skills. European Conference for Research on Learning and Instruction, Tubingen, Germany, 1987.
- Children's perception of values. Invited paper for a symposium: From Moral Action to Judgment and Back. Harvard Graduate School of Education, Cambridge, U.S.A., 1987 (lecture read in absentia due to the author's illness).
- A study of cultural differneces in moral judgment: norms, orientations and stages. Invited lecture for the conference "Moral Education East and West: Tradition and Innovation". The Institute of Moralogy, Chiba- Ken, Japan, 1987.
- Balanced identity - some hypotheses about moral choice in late adulthood. Invited paper for an international symposium on The Individual and the Society: Perspectives on the Life Course, organizaed by the Schwartz Program, The Hebrew University of Jerusalem, 1988.
- Motivation to be educated. Paper presented at the AERA (American Educational Research Association) convention, San Francisco, March 1989.
- Moral choice in late adulthood. Paper presented at the ISSBD (International Society for the Study of Behavioral Development) conference, Jyvaskyla, Finland, July 1989.
- Balanced identity - Morality and other identity values. Invited paper For the third Ringberg Conference on Self and Morality (Organized by the Max Plank Institute). Ringberg Castle, Germany, July, 1990.
- Beyond instrinsic motivation: Sense of the desirable in the school. Invited paper for the International Symposium on Effective and Responsible Teaching. Fribourg, Switzerland, September 1990.
- Education for value orientation. Invited paper for An International Symposium on Values, Rights and Responsibilites in the International Community: Moral Education for the New Millenium. The Univiersity of Notre-Dame, Notre-Dame, U.S.A. November, 1990.
- The child's distinction between value, morality and personal preference. Paper presented at the International Symposium on Human Development and Education. Universidad Compude Madriad. Madrid, October, 1991.
- Morality and other identity values. Invited paper for the International Conference on Moral and Civic Education. The Chinese University of Hong-Kong. Hong Kong, November, 1993.
- The Development of specific moral obligations. Symposium of the Development of Moral Reciprocity. Annual Symposium of the Jean Piaget Society. Universite du Quebec a Montreal. Quebec, May 1992.
- Sense of ought in the study of Torah. Invited lecture for the 7th annual meeting of the Network For Research in Jewish Education. Chicago, April 1993.
- Relativism and individualism in moral judgments of individuals: Educational implications. Ivited lecture for the Second International Conference on Moral Education, Japan, August 1995.
- Partiality and identity.Symposium on Morality and Justice International conference on Social Jastice, The International Center for Social Justice Research. Trier, Germany, June 1993.
- Must partiality imply unabashed particularism-studies of reasons, evaluations and limits of partiality. Invited lecture for Morals for the millenium - Educational challenges in a cheaging world. Journal of Moral Education 25th anniversary conference, July 1996.
- From protecting the individual against society to advancing the individual through society. Invited paper for a symposium on development in moral eduction. Lancaster University, July 1996.
- On the relation between Jewish Studies on higher education and students' Jewish identity. Invited lecture for a conference on Jewish Studies in higher education. London March 1997.
- Relativism and individualism in moral judgment of individuals: Educational implications. Invited lecture for the Second International Conference on Moral Education. The Institute of Moralogy. Kashiwa Japan 1995.
- Morality as conceived and morality as revealed in behavior. Invited Lecture for the VIth Biennial Meeting of the Network of the Social Justice Research. University of Potsdam July 1997.
- Partiality and identity: Psychological research on preferential behavior toward group members. Invited paper for the Ringberg Conference (Max Plank Institute), July 1997.
- Property rights - A developmental and cross-cultural study. The VIth Biennial Meeting of the Network of the Social Justice Research. University of Potsdam, July 1997.
- Values as second order motivation. Invited lecture For An International Research Workshop on Values: Psychological Structure, Behavioral Outcomes, and Inter-Generational Transmission. Maale-Hachamisha, January 1998.
- Identity model for educational leadership. Invited lecture For Research International Workshop for School Transformation. Berlin, February 1998.
