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This collection of original contributions by leading researchers
celebrates the 1996 centenary of the births of the two most seminal
figures in education and developmental psychology - Jean Piaget and
Lev Vygotsky. Research in their footsteps continues worldwide and
is growing.
What are the implications for the future for this extensive
programme? Which of the large body of findings has proved most
important to current research? Based around five themes, these
original contributions cover educational intervention and teaching,
social collaboration and learning, cognitive skills and domains,
the measurement of development and the development of modal
understanding.
Jean Piaget is one of the greatest names in psychology. A knowledge
of his ideas is essential for all in psychology and education.
Sociological Studies is one of his major works to remain
untranslated. Now an international team of Piaget experts has got
together to ensure that this important work is available in
English. This classic text, exploring the role of social experience
in the development of understanding, shows the general perception
of Piaget as someone who took insufficient account of social
factors in psychology to be false.
Originally published in 1993, this monograph addresses a central
problem in Piaget's work, which is the temporal construction of
necessary knowledge. The main argument is that both normative and
empirical issues are relevant to a minimally adequate account of
the development of modal understanding. This central argument
embodies three main claims. One claim is philosophical. Although
the concepts of knowledge and necessity are problematic, there is
sufficient agreement about their core elements due to the
fundamental difference between truth-value and modality. Any
account of human rationality has to respect this distinction. The
second claim is that this normative distinction is not always
respected in psychological research on the origins of knowledge
where emphasis is placed on the procedures and methods used to gain
good empirical evidence. An account of the initial acquisition of
knowledge is not thereby an account of its legitimation in the
human mind. The third claim relates to epistemology. Intellectual
development is a process in which available knowledge is used in
the construction of better knowledge. The monograph identifies
features of a modal model of intellectual construction, whereby
some form of necessary knowledge is always used. Intellectual
development occurs as the reduction of modal errors through the
differentiation and coordination of available forms of modal
understanding. Piaget's work continues to provide distinctive and
intelligible answers to a substantive and outstanding problem.
Originally published in 1993, this monograph addresses a central
problem in Piaget's work, which is the temporal construction of
necessary knowledge. The main argument is that both normative and
empirical issues are relevant to a minimally adequate account of
the development of modal understanding. This central argument
embodies three main claims. One claim is philosophical. Although
the concepts of knowledge and necessity are problematic, there is
sufficient agreement about their core elements due to the
fundamental difference between truth-value and modality. Any
account of human rationality has to respect this distinction. The
second claim is that this normative distinction is not always
respected in psychological research on the origins of knowledge
where emphasis is placed on the procedures and methods used to gain
good empirical evidence. An account of the initial acquisition of
knowledge is not thereby an account of its legitimation in the
human mind. The third claim relates to epistemology. Intellectual
development is a process in which available knowledge is used in
the construction of better knowledge. The monograph identifies
features of a modal model of intellectual construction, whereby
some form of necessary knowledge is always used. Intellectual
development occurs as the reduction of modal errors through the
differentiation and coordination of available forms of modal
understanding. Piaget's work continues to provide distinctive and
intelligible answers to a substantive and outstanding problem.
Full Contributors: Professor Michael Beveridge, University of Bristol; Professor Michael Shayer, University of Cambridge; Dr. Gerard Duveen, University of Cambridge; Professor A.N. Perret-Clermont, Universite de Neuchatel, Switzerland; Professor Peter Bryant, University of Oxford; Professor Lauren Resnick, University of Pittsburg, USA; Dr. Trevor Bond, James Cook University, Australia; Dr. Margaret Chalmers, University of Edinburgh; Dr. Brendan McGonigle, University of Edinburgh; Dr. Paul Harris, University of Oxford; Professor Deanna Kuhn, Columbia University, USA; Dr. Julie Dockrell, Institute of Education, London; Dr. P. Tomlinson, University of Leeds; Dr. R. Campbell, Stirling University; Dr. Gerry Finn Strathclyde University; Dr. Jon Ridgeway, Lancaster University; Professor Kathy Sylva, Institute of Education, London
Jean Piaget is one of the greatest names in psychology. A knowledge
of his ideas is essential for all in psychology and education.
Sociological Studies is one of his major works to remain
untranslated. Now an international team of Piaget experts has got
together to ensure that this important work is available in
English.
This classic text, exploring the role of social experience in the
development of understanding, shows the general perception of
Piaget as someone who took insufficient account of social factors
in psychology to be false.
First published in 1996. Routledge is an imprint of Taylor &
Francis, an informa company.
Among the many conceits of modern thought is the idea that
philosophy, tainted as it is by subjective evaluation, is a shaky
guide for human affairs. People, it is argued, are better off if
they base their conduct either on know-how with its pragmatic
criterion of truth (i.e., possibility) or on science with its
universal criterion of rational necessity. Since Helmholtz, there
has been increasing concern in the life sciences about the role of
reductionism in the construction of knowledge. Is psychophysics
really possible? Are biological phenomena just the deducible
results of chemical phenomena? And if life can be reduced to
molecular mechanisms only, where do these miraculous molecules come
from, and how do they work? On a psychological level, people wonder
whether psychological phenomena result simply from genetically
hardwired structures in the brain or whether, even if not
genetically determined, they can be identified with the biochemical
processes of that organ. In sociology, identical questions arise.
If physical or chemical reduction is not practicable, should we
think in terms of other forms of reduction, say, the reduction of
psychological to sociological phenomena or in terms of what Piaget
has called the "reduction of the lower to the higher" (e.g.,
teleology)? All in all, then, reductionism in both naive and
sophisticated forms permeates all of human thought and may, at
least in certain cases, be necessary to it. If so, what exactly are
those cases? The papers collected in this volume are all derived
from the 29th Annual Symposium of the Jean Piaget Society. The
intent of the volume is to examine the issue of reductionism on the
theoretical level in several sciences, including biology,
psychology, and sociology. A complementary intent is to examine it
from the point of view of the practical effects of reductionistic
doctrine on daily life.
Among the many conceits of modern thought is the idea that
philosophy, tainted as it is by subjective evaluation, is a shaky
guide for human affairs. People, it is argued, are better off if
they base their conduct either on know-how with its pragmatic
criterion of truth (i.e., possibility) or on science with its
universal criterion of rational necessity.
Since Helmholtz, there has been increasing concern in the life
sciences about the role of reductionism in the construction of
knowledge. Is psychophysics really possible? Are biological
phenomena just the deducible results of chemical phenomena? And if
life can be reduced to molecular mechanisms only, where do these
miraculous molecules come from, and how do they work? On a
psychological level, people wonder whether psychological phenomena
result simply from genetically hardwired structures in the brain or
whether, even if not genetically determined, they can be identified
with the biochemical processes of that organ. In sociology,
identical questions arise.
If physical or chemical reduction is not practicable, should we
think in terms of other forms of reduction, say, the reduction of
psychological to sociological phenomena or in terms of what Piaget
has called the "reduction of the lower to the higher" (e.g.,
teleology)? All in all, then, reductionism in both naive and
sophisticated forms permeates all of human thought and may, at
least in certain cases, be necessary to it. If so, what exactly are
those cases?
The papers collected in this volume are all derived from the
29th Annual Symposium of the Jean Piaget Society. The intent of the
volume is to examine the issue of reductionism on the theoretical
level in several sciences, including biology, psychology, and
sociology. A complementary intent is to examine it from the point
of view of the practical effects of reductionistic doctrine on
daily life.
This textbook describes the field of radio and television in the
United States, presents the material in a manner the reader can
grasp and enjoy, and makes the book useful for the classroom
teacher. Written for adaptation to individual teaching situations,
the book is divided by subject matter into logical chapter
divisions that can be assigned in the order appropriate for
specific course students. Each chapter stands by itself, but the
book is also an integrated whole. It is easy to understand at first
reading, by beginning radio-television majors or nonmajor elective
students alike. To give readers a complete picture of the field,
subjects such as ethics, careers, and rivals to U.S. commercial
radio and television are included.
This textbook describes the field of radio and television in the
United States, presents the material in a manner the reader can
grasp and enjoy, and makes the book useful for the classroom
teacher.
Written for adaptation to individual teaching situations, the book
is divided by subject matter into logical chapter divisions that
can be assigned in the order appropriate for specific course
students. Each chapter stands by itself, but the book is also an
integrated whole. It is easy to understand at first reading, by
beginning radio-television majors or nonmajor elective students
alike. To give readers a complete picture of the field, subjects
such as ethics, careers, and rivals to U.S. commercial radio and
television are included.
A study of the popular modern dramatists and the continuity of the
farce tradition from Pinero to Travers, the Whitehall team and
Orton which examines and questions some of the common assumptions
about its nature. Farce techniques are shown to be increasingly
used in serious drama.
In the winter of 1948, a post-war darkness felled Britain and
happiness, like sweets, was tightly rationed. So begins Harry
Leslie Smith's bitter-sweet memoir: The Empress of Australia which
depicts life in post-war Yorkshire. Recently demobbed from the RAF,
Smith and his German war bride must try to adjust to a civilian
society that is scarred from not only the war but the harsh reality
of living in peacetime Britain. At first, Harry Leslie Smith finds
himself ill equipped for this brave new world where Britain has
lost its empire and is bankrupt. Yet, like so many other returning
veterans from the Second World War, Smith stumbled onwards through
the era known as the "Age of Austerity" to confront the horrors of
his childhood and the innate injustice of a society divided by
class. Harry Leslie Smith sketches a real, sometimes amusing and
sometimes melancholic portrait of Britain in the late 1940s. In his
book, Smith speaks for all generations who have faced untold
hardships in their quest for dignity and purpose during times of
financial, political and familial upheaval. The Empress of
Australia is a personal history of one man's journey towards self
discovery and freedom from row house Britain. Sometimes, after the
war, peace is the hardest battle to survive.
Teenage motherhood is often accompanied by social issues, such as
lower educational levels, higher rates of poverty, and other poorer
life outcomes in children of teenage mothers. Among developed
countries, the United States, the United Kingdom and New Zealand
have the highest levels of teenage pregnancy. This captivating
memoir is a collection of stories from thirteen women from the US
and the UK who have endured and persevered through teenage
pregnancy. Their stories are passionate, powerful and
life-affirming. Readers will be amazed by the resiliency and
maturity displayed by these women at young ages. Their stories are
full of encouragement and hope for anyone facing difficult life
circumstances. The bonus section of the book features three stories
written by the adult children of former teenage mothers. Their
stories are equally as powerful.
To say that Harry Smith was born under an unlucky star would be an
understatement. Born in England in 1923, Smith chronicles the
tragic story of his early life in this first volume of his memoirs.
He presents his family's early history-their misfortunes and their
experiences of enduring betrayal, inhumane poverty, infidelity, and
abandonment. 1923: A Memoir presents the story of a life lyrically
described, capturing a time both before and during World War II
when personal survival was dependent upon luck and guile. During
this time, failure insured either a trip to the workhouse or burial
in a common grave. Brutally honest, Smith's story plummets to the
depths of tragedy and flies up to the summit of mirth and wonder,
portraying real people in an uncompromising, unflinching voice.
1923: A Memoir tells of a time and place when life, full of raw
emotion, was never so real. The sky is clear. I am in the back of a
truck, in a long convoy of vehicles. We are moving like an enormous
centipede up a two lane road. There are 15 men in each lorry.
Woodbine cigarettes and Capstans dangle from our mouths. The straps
to our tin helmets hang loosely around our chins. We are cocksure
and unafraid. We are survivors and conquerors pushing our way
through northern Germany. Opposite our convoy, there is an endless
procession of refugees. They are pushing their scant possessions in
hand carts or dragging along worn luggage with ropes wrapped around
them. The procession contained men and women, the young and the
old. Thin, cadaverous horses followed the throng dragging their
hoofs in the thin soil beside the road. The jetsam was a mixture of
forced labourers, ex prisoners, ex concentration camp inmates and
the Diaspora from Germany's eastern provinces. They were all moving
southward, as if believing that their homes still existed or that
they still had relatives alive to give them shelter. If the
Netherlands and Belgium were any example to me, there was little
left of Europe. What had not been bombed had been looted and what
had not been looted had been burned to the ground.
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