Experience and the growth of understanding (International Library of the Philosophy of Education Volume 11)
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A01=D.W. Hamlyn
Ad Hominem Reason
Author_D.W. Hamlyn
Automatic Transmission
body
Category=JNA
Category=QD
Causal Condition
Characteristic Human Functions
child
Child's Early Life
Child’s Early Life
Classical Epistemologies
cognitive development
Common Understanding
deep
Demonstrative Syllogism
Empirical Investigator
Epistemic Subject
epistemology
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Follow
human
Inborn Constitution
Indian record
innate
Innate Knowledge
knowledge
language acquisition
learning processes
Make Up
mind
objectivity in education
Over-simple View
Person A
Piagetian Interactionism
Piagetian theory
Pre-linguistic Child
problem
Propositionally Styled
Psycho Physical Dualism
Sensori Motor Intelligence
Sensori Motor Stage
structure
Superimposed
surface
theories of conceptual understanding
Vice Versa
Wider Issues
Product details
- ISBN 9780415649223
- Weight: 330g
- Dimensions: 138 x 216mm
- Publication Date: 02 Aug 2012
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Paperback
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This volume examines some of the arguments that have been put forward over the years to explain the way in which understanding is acquired. The author looks firstly at the empricist thesis of genesis without structure, and secondly at the opposing theory, represented by Chomsky of structure without genesis. His greatest sympathy is with the theory of Piaget, who represents structure with genesis. He considers that Piaget's account is flawed, however, by its biological model and by its failure to deal adequately with the problem of objectivity. The second part of the book contains chapters on language, the differences between early and later learning, and on teaching. The book provides a general understanding of the principles that make it possible, and the differences between the ways in which they work at different stages.
