This handbook marks the transformation of the topic of literacy from the narrower concerns with learning to read and write to an interdisciplinary enquiry into the various roles of writing and reading in the full range of social and psychological functions in both modern and developing societies. It does so by exploring the nature and development of writing systems, the relations between speech and writing, the history of the social uses of writing, the evolution of conventions of reading, the social and developmental dimensions of acquiring literate competencies, and, more generally, the conceptual and cognitive dimensions of literacy as a set of social practices. Contributors to the volume are leading scholars drawn from such disciplines as linguistics, literature, history, anthropology, psychology, the neurosciences, cultural psychology, and education.

Modes of Thought addresses a topic of broad interest to the cognitive sciences. Its central focus is on the apparent contrast between the widely assumed 'psychological unity of mankind' and the facts of cognitive pluralism, the diverse ways in which people think and the developmental, cultural, technological and institutional factors which contribute to that diversity. Whether described in terms of modes of thought, cognitive styles, or sensibilities, the diversity of patterns of rationality to be found between cultures, in different historical periods, between individuals at different stages of development remains a central problem for a cultural psychology. Modes of Thought brings together anthropologists, historians, psychologists and educational theorists who manage to recognise the universality in thinking and yet acknowledge the cultural, historical and developmental contexts in which differences arise.

The debate on the social and psychological implications of literacy enters a new stage with the publication of this volume. Distinguished scholars provide a sustained and detailed examination of the relations between orality and literacy, the traditions based on them, the functions served by them, and the psychological and linguistic processes recruited and enhanced by them. By shedding the romantic view that literacy is the royal road to rationality and modernity, the volume provides a more functional view of literacy. It places a new emphasis on the relationship between speaking and writing, and highlights the different ways in which people exploit the particular resources of speech and writing for special purposes such as building community, creating records, specialising genres such as prose fiction, enhancing private study and meditation, and enhancing the specialisation and organisation of knowledge.

In this study of the social and psychological implications of literacy, sixteen distinguished scholars provide a sustained and detailed examination of the relations between orality and literacy, the traditions based on them, the functions served by them, and the psychological and linguistic processes recruited and enhanced by them. By shedding the romantic view that literacy is the road to rationality and modernity, the volume provides a more functional view of literacy. The articles place new emphasis on the relationship between speaking and writing and highlight the different ways in which people exploit the particular resources of speech and writing for special purposes, such as building communities, creating records, and specializing genres, such as prose fiction, enhancing private study and meditation, and enhancing the specialization and organization of knowledge.

This handbook marks the transformation of the topic of literacy from the narrower concerns with learning to read and write to an interdisciplinary enquiry into the various roles of writing and reading in the full range of social and psychological functions in both modern and developing societies. It does so by exploring the nature and development of writing systems, the relations between speech and writing, the history of the social uses of writing, the evolution of conventions of reading, the social and developmental dimensions of acquiring literate competencies, and, more generally, the conceptual and cognitive dimensions of literacy as a set of social practices. Contributors to the volume are leading scholars drawn from such disciplines as linguistics, literature, history, anthropology, psychology, the neurosciences, cultural psychology, and education.

A central problem in cultural psychology is the diversity of patterns of rationality among cultures, historical periods, and stages of personal development. The distinguished contributors to this volume maintain that the acknowledgement of the inconsistency of rational patterns is not necessarily at odds with the traditional notion of the "psychological unity" of humankind. Leading psychologists, anthropologists, historians, and educational theorists explore this issue in considerable depth, citing relevant examples and problems relating to their specific areas of expertise. Scholars of social and psychological disciplines will find this text to be informative and thought-provoking.