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Michael Chapman
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On Literary Attachment in South Africa
This book reflects on the "literary" in literature. Less ideologically construed, more affirmative of literary attachment, the study adopts a style of intimacy – its "tough love" – in a correlation between the creative work and the critical act. Instead of configuring literary works to "state-of-the-nation" issues – the usual approach to literature from South Africa – the chapters keep alive a space for conversation, whether accented inwards to locality or outwards to the Anglophone world: the world to which literature in South Africa continues to belong, albeit as a "problem child". A postcolony that is not quite a postcolony, South Africa is richly but frustratingly textured betwee...
Rethinking Dementia
Written by a Palliative Care Physician this book argues that dementia affects and involves not only individuals with a 'dementia' diagnosis but the networks of people close to and/or caring for that individual. The book encourages us to consider dementia not as the condition of an isolated individual but as a process of change within a social and relational system. Dementia challenges deeply held values of 'autonomy', 'individualism', 'independence', 'consistency' and ideas of personhood. Rather than focus on the question of a 'cure' for dementia, Chapman investigates how it is possible for networks of people to understand and learn from the changes that the arrival of dementia in their midst bring about. Chapman gives important historical, social, medical and philosophical context to the medicalised view of dementia that prevails today. He shows that dementia has had and can have many meanings and can provide many opportunties for rethinking deeply held assumptions. The book is written for a wide public and will be an important resource for those who belong to the networks of family and carers who work with people directly touched by dementia and for dementia sufferers themselves.
Tracings
"This exhibition comprises five architectural designs that have been inspired by events in the history of an Australian city - Newcastle"--p. 7.
The New Century of South African Poetry
The New Century of South African Poetry presents the challenges of a new millennium. From a 'post-apartheid' perspective, South Africa rejoins the world as it seeks a home. Simultaneously, it searches the past for a shared though diverse inheritance.
Constructive Evolution
This book represents an attempt to understand the evolution of Jean Piaget's basic ideas in the context of his own intellectual development. Piaget sought to elucidate human knowledge by studying its origins and development. In this book, Michael Chapman applies the same method to Piaget's own thinking. Dr Chapman shows that some of the Swiss psychologist's essential ideas originated in adolescent philosophical speculations about the relation between science and value. These same ideas were then developed step by step in Piaget's investigations of children's cognitive development. Dr Chapman claims that Piaget's use of developmental psychology as a means for addressing questions about the evolution of knowledge has been misunderstood by psychologists approaching his work exclusively from the perspectives of their own discipline. Reconstructing Piaget's intellectual biography makes possible a better understanding of the questions he originally posed and the answers he subsequently provided. Dr Chapman concludes with an assessment of Piaget's relevance for contemporary psychology and philosophy and suggests ways in which Piagetian theory might be further developed.
Southern African Literatures
A study of the work of writers from South Africa, Zimbabwe, Zambia, Malawi, Angola, Mozambique, and Namibia, and written at a time of crucial change in the subcontinent, this book covers a range of work, from the storytelling of stone-age Bushmen to modern writing by figures.
Criteria for Competence
One of developmental psychology's central concerns is the identification of specific "milestones" which indicate what children are typically capable of doing at different ages. Work of this kind has a substantial impact on the way parents, educators, and service-oriented professionals deal with children; and, therefore one might expect that developmentalists would have come to some general agreement in regard to the ways they assess children's abilities. However, as this volume demonstrates, the field appears to suffer from a serious lack of consensus in this area. Based on the premise that identifying relevant issues is a necessary step toward progress, this book addresses a number of vital topics, such as: How could research into fundamental areas (such as the age at which children first acquire a sense of self or learn to reason transitively) repeatedly yield wildly diverse results? Why do experts who hold to radically different views appear to be so unruffled by this same divergence of professional opinion? and, Are there grounds for hope that this divergence of professional opinion is on the wane?
