Social Life and Social Knowledge: Toward a Process Account of Development, 1st Edition (Hardback) book cover

Social Life and Social Knowledge

Toward a Process Account of Development, 1st Edition

Edited by Ulrich Mueller, Jeremy I.M. Carpendale, Nancy Budwig, Bryan Sokol

Psychology Press

300 pages

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In this new volume, leading researchers provide state-of-the-art perspectives on how social interaction influences the development of knowledge. The book integrates approaches from a variety of disciplines including developmental psychology, psychopathology, philosophy, anthropology, sociology, evolutionary biology, and primatology. It reviews the nature and type of interactions that promote development as well as the conceptual frameworks used to explain the relation between individuals and groups.

Social Life and Social Knowledge comprehensively addresses conceptual questions central to understanding human life and development:

  • Is the human form of social life reducible to biological processes?
  • What psychological abilities constitute the specifically human form of social life?
  • What are the processes and contexts within which these abilities develop?
  • How should we conceptualize the links between social life and the development of thought, and how do individuals and society contribute to these processes?

The book is intended for philosophers, primatologists, anthropologists, biologists, sociologists, and developmental and educational psychologists interested in social development, social cognition, and developmental psychopathology. It also serves as a resource for courses in social development and those that focus on the intersection between cognition, development, and culture.

Table of Contents

U. Muller, J. Carpendale, N. Budwig, B. Sokol, Developmental Relations Between Forms of Social Interaction and Forms of Thought: An Introduction. M. Bickhard, Are You Social? The Ontological and Developmental Emergence of the Person. J. Martin, Perspectives and Persons: Ontological, Constitutive Possibilities. T. Behne, M. Carpenter, M. Grafenhain, K. Liebal, U. Liszkowski, H. Moll, H.Rakoczy, M. Tomasello, F. Warneken, E. Wyman, Cultural Learning and Cultural Creation. P. Hobson, J. Meyer, In the Beginning is Relation and Then What? V. Reddy, Experiencing the Social. M. B. Bibok, J.I.M. Carpendale, C. Lewis, Social Knowledge as Social Skill: An Action Based View of Social Understanding. J. Dunn, Relationships and Children's Discovery of Mind. G. Duveen, C. Psaltis, The Constructive Role of Asymmetry in Social Interaction. M. Bamberg, Selves and Identities in the Making: The Study of Microgenetic Processes in Interactive Practices. C. R. Hallpike, The Anthropology of Moral Development. E. Turiel, Individuals and Social Change.

About the Editors

Ulrich Muller is an Associate Professor in the Department of Psychology at the University of Victoria. His research focuses on the development of problem-solving and social understanding in infants and preschoolers. A member of the Board of Directors of the Jean Piaget Society, Dr. Müller received the Early Scientific Achievement Award from the Society for Research in Child Development in 2005.

Jeremy I. M. Carpendale is a Professor of Developmental Psychology at Simon Fraser University. His work focuses on social and moral development. He is an Associate Editor of New Ideas in Psychology, editor, with Ulrich Müller, of Social Interaction and the Development of Knowledge (2004), and author with Charlie Lewis of How Children Develop Social Understanding (2006).

Nancy Budwig is Associate Provost, Dean of Graduate Studies and Research, and Professor of Psychology at Clark University. Her research focuses on the relationship between language and thought in the early years of life. The current President of the Jean Piaget Society, Dr. Budwig serves on the editorial board of Human Development and Cognitive Development.

Bryan Sokol is an Assistant Professor in the Department of Psychology at St. Louis University. His research interests include the development of children's social understanding and socio-emotional competence, moral agency, and conceptions of selfhood. He is on the board of directors of the Jean Piaget Society.

About the Series

Jean Piaget Symposia Series

Each year, following their annual meeting, the Jean Piaget Society publishes an edited volume.  This approximately 300-page volume covers the main themes of the symposium and is published by Psychology Press.

Members of the society receive the volume free of charge. Non-members can order copies from this website.

About the Jean Piaget Society

The Jean Piaget Society, established in 1970, has an international, interdisciplinary membership of scholars, teachers and researchers interested in exploring the nature of the developmental construction of human knowledge. The Society was named in honor of the Swiss developmentalist, Jean Piaget, who made major theoretical and empirical contributions to our understanding of the origins and evolution of knowledge.

The Society's aim is to provide an open forum, through symposia, books, our journal, and other publications, for the presentation and discussion of scholarly work on issues related to human knowledge and its development. The Society further encourages the application of advances in the understanding of development to education and other domains.

In 1989, the name of the Society was changed to Jean Piaget Society: Society for the Study of Knowledge and Development.

You can find out more on the Jean Piaget Society website at .

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Subject Categories

BISAC Subject Codes/Headings:
PSYCHOLOGY / Social Psychology
PSYCHOLOGY / Developmental / General
PSYCHOLOGY / Developmental / Lifespan Development