Experience and the growth of understanding (International Library of the Philosophy of Education Volume 11)

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. Experience and the growth of understanding......Page 2 Contents......Page 5 General editor’s note......Page 6 Preface......Page 8 1 Introduction......Page 9 2 Genesis without structure......Page 18 3 Structure without genesis......Page 29 4 Genesis with structure......Page 39 5 Experience and understanding: I Perception......Page 53 6 Experience and understanding: II Concepts and their conditions......Page 63 7 The beginnings of understanding......Page 73 8 Language......Page 84 9 Later learning......Page 93 10 Teaching and learning......Page 103 11 Conclusion......Page 114 Notes and references......Page 116 Bibliography of works cited......Page 120 Index......Page 122 Examines some of the arguments that have been put forward over the years to explain the way in which understanding is acquired. This book offers a look at the empricist thesis of genesis without structure, and at the opposing theory, represented by Chomsky of structure without genesis. D. W. Hamlyn. Includes Index. Bibliography: P. 154-156.