1st Edition

Social Interaction and the Development of Knowledge

Edited By Jeremy I.M. Carpendale, Ulrich Mller Copyright 2004
300 Pages
by Psychology Press

300 Pages
by Psychology Press

304 Pages
by Psychology Press

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... Read more
Contents: J.I.M. Carpendale, U. Müller, Social Interaction and the Development of Rationality and Morality: An Introduction. W.F. Overton, A Relational and Embodied Perspective on Resolving Psychology's Antinomies. R.F. Kitchener, Piaget's Social Epistemology. J. Boom, Individualism and Collectivism: A Dynamic Systems Interpretation of Piaget's Interactionism. T.G. Amin, J. Valsiner, Coordinating Operative and Figurative Knowledge: Piaget, Vygotsky and Beyond. M.H. Bickhard, The Social Ontology of Persons. R. Döbert, The Development and Overcoming of "Universal Pragmatics" in Piaget's Thinking. B.W. Sokol, M.J. Chandler, A Bridge Too Far: On the Relations Between Moral and Secular Reasoning. L. SmithDevelopmental Epistemology and Education. L. Nucci, Social Interaction and the Construction of Moral and Social Knowledge. U. Müller, J.I.M. Carpendale, From Joint Activity to Joint Attention: A Relational Approach to Social Development in Infancy. O. Lourenço, Piaget's Theory and Children's Development of Prosocial Behavior: The Force of Negation. T.P. Racine, Wittgenstein's Internalistic Logic and Children's Theories of Mind.

Biography

Jeremy I. M. Carpendale, Ulrich Müller

"By reintroducing Piaget's sociological papers within developmental enquiry, Carpendale and Müller provide us with a powerful theoretical basis for exploration of the links between social interaction and the development of knowledge."
American Journal of Psychology