As a newly minted graduate of Harvard’s doctoral program in education, John Snarey wrote an article that could have gone south quickly. He reviewed the research of his professor and mentor, Lawrence Kohlberg, the leading figure in social and moral development theory at that time. Published in Psychological Bulletin in 1985, Snarey’s article respectfully challenged Kohlberg’s notion of universality and made recommendations for bringing his mentor’s moral stage theory into cross-cultural dialogue. Kohlberg had based his six stages of moral development on a longitudinal study of 84 white boys. Snarey pushed his mentor, and the field, to do better.
His criticism found a hearing. The article would become a landmark publication, cited over a thousand times across multiple disciplines. The publication launched Snarey on a trajectory of courageous scholarship that has continued to this day.
When he retires from Candler in May 2023, Snarey leaves a legacy not only as a nationally respected psychologist of religion, moral development, and the human life cycle, but also as a faithful teacher, friend, and university servant. He has come to embody the subject that has driven his life’s work: What does it mean to become good?
A son of Pennsylvania, Snarey studied education and psychology as an undergraduate at Geneva College, earned his MA at Wheaton, and received a doctorate in human development from Harvard. He joined the Candler faculty in 1987, also teaching in the Graduate Division of Religion and the Graduate Department of Psychology. He held an additional appointment in Emory’s Division of Educational Studies and became affiliated with Emory’s Center for Mind, Brain, and Culture.
In 2014, Snarey was installed as the Franklin Nutting Parker Professor of Human Development and Ethics at Candler. Named for Candler’s second dean, the Parker professorship recognizes outstanding research, teaching, and service.
“Professor Snarey has for a number of years been regarded as among the most accomplished scholars in his field of human development and ethics,” Dean Jan Love said at his installation. “His scholarly achievements warrant a chaired professorship.”
Praised by the Association for Moral Education as an “innovative and fearless researcher,” Snarey has written and published prolifically, including several books and more than one hundred articles, chapters, and reviews. His book How Fathers Care for the Next Generation: A Four-Decade Study (Harvard, 1993), cited over a thousand times across multiple disciplines, is still widely regarded as among the most important studies of fatherhood in the social sciences.
Mary Brabeck, professor and dean emerita at New York University, says that Snarey made significant marks across multiple disciplines using multiple frameworks: Kohlberg’s moral stages, James Fowler’s theory of faith development, Erik Erikson’s virtues and strengths, Carol Gilligan’s ethic of care, William James’s types of religious experience, and “John’s own, original conception of caring fathers who achieve generativity,” she says. She calls his fatherhood book “the best to date on the subject of fathers,” noting its longitudinal empirical sophistication.
“John’s marks on developmental psychology and moral psychology are deep and wide, and we all have benefited from his productive and creative career,” Brabeck says.
For Snarey, asking how people become good has not just been a theoretical exploration. It has also been an exercise in faith. With roots in both the Quaker and Presbyterian traditions, he holds a deep commitment to the life of faith and to the habits or practices that such a life entails.
For M. Patrick Graham 83G, Margaret A. Pitts Professor Emeritus of Theological Bibliography, there has always been more to Snarey than mere ivory-tower pursuits. “He’s a man of sincere faith,” Graham says. “A serious and virtuous man who kept his word and earned the trust and respect of those who crossed his path.”
Early in his career, Snarey spent time living and studying on an Israeli kibbutz. The insights he gleaned from those immersive experiences helped him think in new ways about faith and education for social justice back in the United States.
“John appreciated the social justice implications [of the kibbutz] … as very few others have,” says F. Clark Power, a professor at Notre Dame and Snarey’s former Harvard classmate. One of Snarey’s principal contributions over his lifetime, Power says, has been his “profound commitment to social justice.”
This commitment, rooted in faith and informed by empirical investigation, led to Race-ing Moral Formation, a volume co-edited by Snarey and Vanessa Siddle Walker (Columbia Teachers College Press, 2004). Dedicated to the intersection of race, African American experiences, and moral formation, the book delivers a vital message: “In a truly moral community, justice and caring are its mutual, not separate, foundations,” one reviewer noted.
Stepping into such conversations as a white man from a position of privilege was not an obvious or easy choice to make. Snarey stepped forward anyway, guided by a desire to learn. Brabeck remembers her friend’s readiness to acknowledge the weaknesses of his own measures, the limitations of his samples, and the shortcomings of social science methods. Bringing theological and philosophical reflection into the conversation, Snarey challenged gaps in the science and in his own understanding, and he called for more voices and perspectives to be heard beyond his own.
“Humility is the virtue that I came to associate with him most often,” Graham says.
Snarey might not have wanted the spotlight, but it found him. He was elected a fellow of the American Psychological Association and an inaugural fellow of the American Educational Research Association. He received the Albert E. Levy Scientific Research Award from Emory in 2007. In 2014, he received the Kuhmerker Career Award from the Association for Moral Education. Snarey, the AME statement declared, “puts his theoretical ideas and research findings into action by honoring multiple voices in the morality conversation.”