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Freud on the Psychology of Ordinary Mental Life
This book works to expose that vision and to demonstrate its fertility for further inquiry. It reconstructs several of Freud's works on ordinary mental life, tracking his method of inquiry, in particular his search for the child within the adult, and culminating in a deployment of his tools independently of his analyses. It shows how to read Freud for his insight and generativity and how to push beyond the confines of his analyses in pursuit of new lines of exploration. In this endeavor, in turn, it at once echoes and encourages the spirit of play with ideas so characteristic of, and so engaging in, Freud.
Piaget's Construction of the Child's Reality
This book, first published in 1988, provides a conceptual critique of six of Swiss psychologist Jean Piaget's central, earlier works.
Science as a Cultural Expression
The essays presented here originated as contributions, generally lectures, to a 'Science Precept for Alumni Non-scientists' sponsored by the Princeton Class of 1943 on June 13-17, 1994. The aim of the precept was to expound the unity of science with general culture in our times a relation of reciprocal support as never before. Accordingly, the discussion sessions were organised into five groups: (1) initial learning processes underlying all the aspects of human culture; (2) trial and error as a source of human knowledge; (3) relation of science to the surrounding society; (4) cultural aspects external to science; and (5) distinctive features of science. In the following the first five articles are taken one each from the categories in the sequence listed above. the last article is an attempt to draw explicit parallels between science and humanities.
Autism and the Development of Mind
The purpose of this essay is to illustrate how the phenomenon of early childhood autism may cast light on issues that are central to our Understanding Of Normal Child Development - Issues Such As The Emotional origins of social experience and social understanding, the contribution of interpersonal relations to the genesis of symbolism and creative thought, and the role of intersubjectivity in the development of self. Drawing upon philosophical writings as well as empirical research on autism, the author challenges the individualistic and cognitive bias of much developmental psychology, and argues that early human development is founded upon a normal infant's capacity for distinct forms of "I - Thou" and "I - It" relatedness. To a large degree, autism may represent the psycho-pathological sequelae to biologically-based incapacities for social perception and interpersonal engagement.
Getting it Wrong from the Beginning
The ideas upon which public education was founded in the last half of the nineteenth century were wrong. And despite their continued dominance in educational thinking for a century and a half, these ideas are no more right today. So argues one of the most original and highly regarded educational theorists of our time in 'Getting It Wrong from the Beginning'. Kieran Egan explains how we have come to take mistaken concepts about education for granted and why this dooms our attempts at educational reform.
What Freud Really Meant
This book presents Freud's theory of the mind as an organic whole, built from first principles and developing in sophistication over time.
Educational Theories, Cultures and Learning
Educational Theories, Cultures and Learning focuses on how education is understood in different cultures, the theories and related assumptions we make about learners and students and how we think about them, and how we can understand the principle actors in education - learners and teachers. Within this volume, internationally renowned contributors address a number of fundamental questions designed to take the reader to the heart of current debates around pedagogy, globalisation, and learning and teaching, such as: What role does culture play in our understanding of pedagogy? What role do global influences, especially economic, cultural and social, have in shaping our understanding of educat...
The Essential Chocolate Chip Cookbook
Chocolate chip-filled recipes that “run the gamut from a variety of cookies and candies to muffins, pies, tarts, puddings, cakes and ice cream desserts” (San Bernardino Sun). One of the greatest pleasures of life is biting into a warm chocolate chip cookie straight from the oven. Now imagine it’s Chocolate Chip Bread Pudding or Chocolate Chip Angel Cake with Chocolate Marshmallow Frosting. The Essential Chocolate Chip Cookbook offers forty-five recipes that cover all the dessert bases—cookies, cakes, candies, brownies, tarts, frozen treats, and more. Chocolate chips saturate these recipes inside and out, so there’s also a guide to the differences between these tiny indulgences. Using milk, semisweet, bittersweet, and white chocolate, Klivans encourages readers to discover their favorite chocolate chip recipes by, of course, tasting them all! “If you keep chocolate chips stashed in your fridge or cupboard and want to whip up something beyond the usual chocolate chip cookies, you’ll find 45 creative ideas in The Essential Chocolate Chip Cookbook.” —Tampa Bay Times
Vygotsky and the Social Formation of Mind
In a book of intellectual breadth, James Wertsch not only offers a synthesis and critique of all Vygotsky’s major ideas, but also presents a program for using Vygotskian theory as a guide to contemporary research in the social sciences and humanities. He draws extensively on all Vygotsky’s works, both in Russian and in English, as well as on his own studies in the Soviet Union with colleagues and students of Vygotsky. Vygotsky’s writings are an enormously rich source of ideas for those who seek an account of the mind as it relates to the social and physical world. Wertsch explores three central themes that run through Vygotsky’s work: his insistence on using genetic, or developmental...
The Foundations of Mind
In The Foundations of Mind, Jean Mandler presents a new theory of cognitive development in infancy, focusing on the processes through which perceptual information is transformed into concepts. Drawing on her extensive research, Mandler explores preverbal conceptualization and shows how it forms the basis for both thought and language. She also emphasizes the importance of distinguishing automatic perceptual processes from attentive conceptualization, and argues that these two kinds of learning follow different principles, so it is crucial to specify the processes required by a given task. Countering both strong nativist and empiricist views, Mandler provides a fresh and markedly different perspective on early cognitive development, painting a new picture of the abilities and accomplishments of infants and the development of the mind.
