Making Sense

What It Means to Understand

Making Sense
David R Olson
RRP:
NZ$ 173.95
Our Price:
NZ$ 156.56
Hardback
Not defined - 200pg
5 May 2022 UK
International import eta 7-19 days
9781316513330
Out Of Stock
Currently no stock in-store, stock is sourced to your order
Understanding, as Descartes, Locke and Kant all insisted, is the primary ' faculty' of the mind; yet our modern sciences have been slow to advance a clear and testable account of what it means to understand, of children' s acquisition of this concept and, in particular, how children come to ascribe understanding to themselves and others. By drawing together developmental and philosophical theories, this book provides a systematic account of children' s concept of understanding and places understanding at the heart of children' s ' theory of mind' . Children' s subjective awareness of their own minds, of what they think, depends on learning a language for ascribing mental states to themselves and others. This book will appeal to researchers in developmental psychology, cognitive science, education and philosophy who are interested in the cognitive and emotional development of children and in the more basic question of what it means to have a mind.
' When David R. Olson asked his apparently pre-verbal 1-year-old to get her shoes, she promptly complied - much to his surprise. That incident planted the seed for a deep enquiry. Had she truly understood him? What does it mean to ascribe understanding to such a young child? We also need to consider who is doing the ascribing. Are young children able to ascribe understanding to themselves? And what about animals and computers? Drawing on the contributions of philosophers, linguists, and psychologists, David R. Olson proposes that understanding is a uniquely human capacity, slowly acquired as part of a web of language practices. His book is a provocative and original contribution to the study of children' s theory of mind. ' Paul Lansley Harris, Harvard Graduate School of Education, USA
David R. Olson is University Professor Emeritus at the Ontario Institute for Studies in Education at the University of Toronto, Canada. He has authored more than 300 articles and 20 books, including The World on Paper (Cambridge, 1994), Psychological Theory and Educational Reform: How School Remakes Mind and Society (Cambridge, 2004) and The Mind on Paper (Cambridge, 2016). His research focuses on children' s developing consciousness of their own and others' mental states and on the role that language and literacy play in this development.
Status: Active
ISBN-13: 9781316513330
Published: 5 May 2022
Published In: United Kingdom
Imprint: Cambridge University Press
Publisher: Cambridge University Press
Format: Hardback
Pages: 200

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