LEADER 05756nam 22008413u 450 001 9910779352603321 005 20230126202909.0 010 $a0-203-55120-6 010 $a1-280-87303-5 010 $a9786613714343 010 $a1-136-61718-3 010 $a1-136-61717-5 035 $a(CKB)2550000000110948 035 $a(EBL)981931 035 $a(OCoLC)798209344 035 $a(SSID)ssj0000690882 035 $a(PQKBManifestationID)11447620 035 $a(PQKBTitleCode)TC0000690882 035 $a(PQKBWorkID)10629349 035 $a(PQKB)11779805 035 $a(MiAaPQ)EBC981931 035 $a(EXLCZ)992550000000110948 100 $a20130418d2012|||| u|| | 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aLearning to be a Person in Society$b[electronic resource] 210 $aHoboken $cTaylor and Francis$d2012 215 $a1 online resource (241 p.) 300 $aDescription based upon print version of record. 311 $a0-415-41902-6 327 $aCover; Learning to be a Person in Society; Copyright; Contents; Preface; Section I Laying the foundations; Chapter 1 A person in society; Part 1: The concept of the person; Part 2: The concept of society; Part 3: The person in society; Conclusion; Chapter 2 Learning in society; Part 1: The influence of the wider society; Part 2: Learning; Conclusion; Chapter 3 Learning in early childhood; Part 1: The primacy of relationship; Part 2: Learning and the senses; Part 3: Learning in play; Part 4: Learning language; Part 5: Socialisation; Concluding discussion; Chapter 4 Practical living 327 $aPart 1: ActionPart 2: The situation; Conclusion; Chapter 5 Experience; Part 1: Experience as consciousness; Part 2: Experience as biography; Part 3: Experience as episode/event; Part 4: Experience as expertise; Concluding discussion; Chapter 6 Meaning; Part 1: Cultural meaning; Part 2: Personal and subjective meaning; Part 3: Meaning and learning; Conclusion; Section II Processes of learning; Chapter 7 Experiencing; Part 1: In time; Part 2: Space; Part 3: Experiencing ourselves; Conclusion; Chapter 8 Perceiving; Part 1: Perception and the body; Part 2: Factors that affect our perception 327 $aConclusionChapter 9 Thinking; Part 1: Non-reflective thought; Part 2: Reflective thought; Part 3: Cognitive development; Part 4: Styles of thinking; Part 5: Ways of reasoning; Part 6: Ways of knowing; Conclusion; Chapter 10 Knowing; Part 1: Knowing and personal knowledge; Part 2: Narrative knowing; Part 3: Women's way of knowing; Part 4: Knowing ourselves; Part 5: Learning and knowing; Conclusion; Chapter 11 Believing; Part 1: Believing, meaning and truth; Part 2: Towards an understanding of religious and theological interpretation; Part 3: Faith development 327 $aPart 4: Spiritual dimensions of human learningConclusion; Chapter 12 Feeling - emotions; Part 1: The concept of emotion; Part 2: Emotions within the human being; Part 3: Emotions and experience; Part 4: Emotions and learning; Part 5: Learning to control our emotions; Conclusion; Chapter 13 Doing; Part 1: Practical living; Part 2: Learning to be an expert; Part 3: Skills learning; Part 4: Tacit knowledge; Part 5: Creative doing; Conclusion; Chapter 14 Interacting; Part 1: Externalising; Part 2: Internalising; Conclusion; Chapter 15 Valuing 327 $aPart 1: Pre-cognitive and pre-conscious learning of universal valuePart 2: Learning moral goodness; Part 3: The stages of moral development; Part 4: Private values and public standards; Conclusion; Chapter 16 Positioning; Part 1: Attitudes; Part 2: Intelligence; Part 3: Motivation; Conclusion; Section III Being and becoming; Chapter 17 Becoming; Part 1: The life cycle and ageing; Part 2: Life transitions; Part 3: Life history and learning from our lives; Part 4: Achieving our human potential; Conclusion; Chapter 18 Being; Part 1: The emergence of individual self-identity 327 $aPart 2: Towards social identity 330 $aLearning is a lifelong process and we are the result of our own learning. But how exactly do we learn to be a person through living? In this book, Peter Jarvis draws together all the aspects of becoming a person into the framework of learning. Considering the ongoing, ""nature versus nurture"" debate over how we become people, Jarvis's study of nurture - what learning is primarily about - builds on a detailed recognition of our genetic inheritance and evolutionary reality. It demonstrates the ways in which we become social human beings: internalising, accommodating and rejecting the culture 606 $aEducational sociology 606 $aExperiential learning 606 $aLearning, Psychology of 606 $aSelf-culture 606 $aEducational sociology 606 $aLearning, Psychology of 606 $aExperiential learning 606 $aSelf-culture 606 $aEducation$2HILCC 606 $aSocial Sciences$2HILCC 606 $aEducation, Special Topics$2HILCC 615 4$aEducational sociology. 615 4$aExperiential learning. 615 4$aLearning, Psychology of. 615 4$aSelf-culture. 615 0$aEducational sociology 615 0$aLearning, Psychology of 615 0$aExperiential learning 615 0$aSelf-culture 615 7$aEducation 615 7$aSocial Sciences 615 7$aEducation, Special Topics 676 $a155 676 $a303.32 676 $a370.193 700 $aJarvis$b Peter$0851240 801 0$bAU-PeEL 801 1$bAU-PeEL 801 2$bAU-PeEL 906 $aBOOK 912 $a9910779352603321 996 $aLearning to be a Person in Society$93833752 997 $aUNINA