This volume examines some of the arguments that have been put
forward over the years to explain the way in which understanding is
acquired. The author looks firstly at the empricist thesis of
genesis without structure, and secondly at the opposing theory,
represented by Chomsky of structure without genesis. His greatest
sympathy is with the theory of Piaget, who represents structure
with genesis. He considers that Piaget's account is flawed,
however, by its biological model and by its failure to deal
adequately with the problem of objectivity. The second part of the
book contains chapters on language, the differences between early
and later learning, and on teaching. The book provides a general
understanding of the principles that make it possible, and the
differences between the ways in which they work at different
stages.
General
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