1.

Record Nr.

UNINA9910783304003321

Titolo

Social interaction and the development of knowledge [[electronic resource] /] / edited by Jeremy I.M. Carpendale, Ulrich Müller

Pubbl/distr/stampa

Mahwah, N.J., : Lawrence Erlbaum Associates, 2004

ISBN

1-282-32104-8

9786612321047

1-4106-0964-2

Descrizione fisica

1 online resource (300 p.)

Altri autori (Persone)

CarpendaleJeremy I. M. <1957->

MüllerUlrich <1964->

Disciplina

303.3/2

Soggetti

Social learning

Social interaction

Social interaction in children

Knowledge, Sociology of

Social epistemology

Lingua di pubblicazione

Inglese

Formato

Materiale a stampa

Livello bibliografico

Monografia

Note generali

Description based upon print version of record.

Nota di bibliografia

Includes bibliographical references and index.

Nota di contenuto

Contents; 1 Social Interaction and the Development of Rationality and Morality: An Introduction; 2 A Relational and Embodied Perspective on Resolving Psychology's Antinomies; 3 Piaget's Social Epistemology; 4 Individualism and Collectivism: A Dynamic Systems Interpretation of Piaget's Interactionism; 5 Coordinating Operative and Figurative Knowledge: Piaget, Vygotsky, and Beyond; 6 The Social Ontology of Persons; 7 The Development and Overcoming of ""Universal Pragmatics"" in Piaget's Thinking; 8 A Bridge too Far: On the Relations Between Moral and Secular Reasoning

9 Developmental Epistemology and Education10 Social Interaction and the Construction of Moral and Social Knowledge; 11 From Joint Activity to Joint Attention: A Relational Approach to Social Development in Infancy; 12 Piaget's Theory and Children's Development of Prosocial Behavior: The Force of Negation; 13 Wittgenstein's Internalistic Logic and Children's Theories of Mind; Author Index; Subject Index

Sommario/riassunto

Written by highly respected theorists in psychology and philosophy, the



chapters in this book explicate and address fundamental epistemological issues involved in the problem of the relationship between the individual and the collective. Different theoretical viewpoints are presented on this relationship, as well as between the nature of rationality and morality, relativism and universalism, and enculturation and internalization. Many chapters also highlight similarities and differences between these alternative frameworks and Piaget's theory, and thus correct the misperception that Piaget had