Search results for 'Enculturation' (try it on Scholar)

56 found
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  1.  7
    Charles D. Laughlin (1991). Pre- and Perinatal Brain Development and Enculturation. Human Nature 2 (3):171-213.
    Ample evidence from various quarters indicates that the perceptual-cognitive competence of the pre- and perinatal human being is significantly greater than was once thought. Some of the evidence of this emerging picture of early competence is reviewed, and its importance both as evidence of the biogenetic structural concept of “neurognosis” and for a theory of enculturation is discussed. The literature of pre- and perinatal psychology, especially that of developmental neuropsychology, psychobiology, and social psychophysiology, is incorporated, and some of the (...)
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  2.  9
    Penelope G. Vinden (2004). In Defense of Enculturation. Behavioral and Brain Sciences 27 (1):127-128.
    Carpendale & Lewis (C&L) view enculturation as the internalization of cultural concepts given in social interactions. They claim that enculturation implies relativism and fails to take into account both the constructive activity of the child and the gradual nature of development. Their view is contrasted with the notion of the child as both enculturated and enculturing throughout the course of development.
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  3. Richard Menary, Mathematical Cognition: A Case of Enculturation. Open Mind.
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  4.  1
    Harry F. Mallgrave (2015). Embodiment and Enculturation: The Future of Architectural Design. Frontiers in Psychology 6.
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  5.  21
    Erin E. Hannon & Laurel J. Trainor (2007). Music Acquisition: Effects of Enculturation and Formal Training on Development. Trends in Cognitive Sciences 11 (11):466-472.
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  6.  3
    Ronald P. Rohner (1976). Sex Differences in Aggression: Phylogenetic and Enculturation Perspectives. Ethos 4 (1):57-72.
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  7.  6
    Trevor Hogan (2003). `Nature Strip': Australian Suburbia and the Enculturation of Nature. Thesis Eleven 74 (1):54-75.
    Australia is a suburban nation, with 85 percent of the 20 million people clinging to the coastal fringes of the world's largest island and oldest continent. This article explores Australian suburbia as the `third space' that mediates urbanism to `nature'. It draws on the thought of George Seddon, an important initiator of ecological history, regional geography and sub/urban politics in Australia. Seddon's insights on Australian ecosystems and Australian interpretations, namings, perceptions and shapings of their natural environment since the beginning of (...)
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  8.  13
    Roger Ivar Lohmann (2000). The Role of Dreams in Religious Enculturation Among the Asabano of Papua New Guinea. Ethos: Journal of the Society for Psychological Anthropology 28 (1):75-102.
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  9.  2
    Andrew Whiten (1993). Human Enculturation, Chimpanzee Enculturation and the Nature of Imitation. Behavioral and Brain Sciences 16 (3):538.
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  10. John R. Scudder (1985). Meaning, Dialogue, and Enculturation: Phenomenological Philosophy of Education. University Press of America.
     
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  11.  3
    Ho-Ying Fu (1997). The Social Cognitive Mediation of Multiple Enculturation. Cognition 17:289-302.
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  12.  5
    Yasuaki Nara (forthcoming). May the Deceased Get Enlightenment! An Aspect of the Enculturation of Buddhism in Japan. Buddhist-Christian Studies.
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  13.  11
    Robert Augros & George Stanciu (1991). Competition and the Enculturation of Science. World Futures 31 (2):85-94.
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  14. James W. Garrison (1987). Meaning, Dialogue, and Enculturation. Educational Theory 37 (4):487-492.
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  15.  3
    Kim A. Bard & Kathryn H. Gardner (1996). Influences on Development in Infant Chimpanzees: Enculturation, Temperament, and Cognition. In A. Russon, Kim A. Bard & S. Parkers (eds.), Reaching Into Thought: The Minds of the Great Apes. Cambridge University Press 235--256.
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  16.  2
    Cindy Dell Clark (2005). Tricks of Festival: Children, Enculturation, and American Halloween. Ethos: Journal of the Society for Psychological Anthropology 33 (2):180-205.
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  17.  2
    Predrag Režan (2008). The Enculturation Argument as a Contribution to the Cherishing of Tolerance. Filozofska Istrazivanja 28 (1):125-136.
  18.  1
    Robert Carson & Stuart Rowlands (2005). Mechanics as the Logical Point of Entry for the Enculturation Into Scientific Thinking. Science and Education 14 (3-5):473-492.
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  19. Cindy Dell Clark (2005). Tricks of Festival: Children, Enculturation, and American Halloween. Ethos 33 (2):180-205.
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  20. Roger Ivar Lohmann (2000). The Role of Dreams in Religious Enculturation Among the Asabano of Papua New Guinea. Ethos 28 (1):75-102.
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  21. Cristina Sin (2015). Student-Centred Learning and Disciplinary Enculturation: An Exploration Through Physics. Educational Studies 41 (4):351-368.
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  22.  5
    Ulrike Griebel, Irene M. Pepperberg & D. Kimbrough Oller (2016). Developmental Plasticity and Language: A Comparative Perspective. Topics in Cognitive Science 8 (2):435-445.
    The growing field of evo-devo is increasingly demonstrating the complexity of steps involved in genetic, intracellular regulatory, and extracellular environmental control of the development of phenotypes. A key result of such work is an account for the remarkable plasticity of organismal form in many species based on relatively minor changes in regulation of highly conserved genes and genetic processes. Accounting for behavioral plasticity is of similar potential interest but has received far less attention. Of particular interest is plasticity in communication (...)
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  23.  35
    Stephanie M. Stalinski & E. Glenn Schellenberg (2012). Music Cognition: A Developmental Perspective. Topics in Cognitive Science 4 (4):485-497.
    Although music is universal, there is a great deal of cultural variability in music structures. Nevertheless, some aspects of music processing generalize across cultures, whereas others rely heavily on the listening environment. Here, we discuss the development of musical knowledge, focusing on four themes: (a) capabilities that are present early in development; (b) culture-general and culture-specific aspects of pitch and rhythm processing; (c) age-related changes in pitch perception; and (d) developmental changes in how listeners perceive emotion in music.
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  24.  27
    Peter Woelert (2012). Idealization and External Symbolic Storage: The Epistemic and Technical Dimensions of Theoretic Cognition. Phenomenology and the Cognitive Sciences 11 (3):335-366.
    This paper explores some of the constructive dimensions and specifics of human theoretic cognition, combining perspectives from (Husserlian) genetic phenomenology and distributed cognition approaches. I further consult recent psychological research concerning spatial and numerical cognition. The focus is on the nexus between the theoretic development of abstract, idealized geometrical and mathematical notions of space and the development and effective use of environmental cognitive support systems. In my discussion, I show that the evolution of the theoretic cognition of space apparently follows (...)
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  25.  21
    Josep Call (2009). Contrasting the Social Cognition of Humans and Nonhuman Apes: The Shared Intentionality Hypothesis. Topics in Cognitive Science 1 (2):368-379.
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  26.  45
    Robert Welsh Jordan (1974). Intentionality in General. Research in Phenomenology 4 (1):7-12.
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  27.  62
    Michael David Kirchhoff (2012). Extended Cognition and Fixed Properties: Steps to a Third-Wave Version of Extended Cognition. [REVIEW] Phenomenology and the Cognitive Sciences 11 (2):287-308.
    This paper explores several paths a distinctive third wave of extended cognition might take. In so doing, I address a couple of shortcomings of first- and second-wave extended cognition associated with a tendency to conceive of the properties of internal and external processes as fixed and non-interchangeable. First, in the domain of cognitive transformation, I argue that a problematic tendency of the complementarity model is that it presupposes that socio-cultural resources augment but do not significantly transform the brain’s representational capacities (...)
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  28.  88
    Jeremy I. M. Carpendale & Charlie Lewis (2004). Constructing an Understanding of Mind: The Development of Children's Social Understanding Within Social Interaction. Behavioral and Brain Sciences 27 (1):79-96.
    Theories of children's developing understanding of mind tend to emphasize either individualistic processes of theory formation, maturation, or introspection, or the process of enculturation. However, such theories must be able to account for the accumulating evidence of the role of social interaction in the development of social understanding. We propose an alternative account, according to which the development of children's social understanding occurs within triadic interaction involving the child's experience of the world as well as communicative interaction with others (...)
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  29. Mark Collier (2013). The Humean Approach to Moral Diversity. Journal of Scottish Philosophy 11 (1):41-52.
    In ‘A Dialogue’, Hume offers an important reply to the moral skeptic. Skeptics traditionally point to instances of moral diversity in support of the claim that our core values are fixed by enculturation. Hume argues that the skeptic exaggerates the amount of variation in moral codes, however, and fails to adopt an indulgent stance toward attitudes different from ours. Hume proposes a charitable interpretation of moral disagreement, moreover, which traces it back to shared principles of human nature. Contemporary philosophers (...)
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  30.  18
    Joëlle Proust (2014). Epistemic Action, Extended Knowledge, and Metacognition. Philosophical Issues 24 (1):364-392.
    How should one attribute epistemic credit to an agent, and hence, knowledge, when cognitive processes include an extensive use of human or mechanical enhancers, informational tools, and devices which allow one to complement or modify one's own cognitive system? The concept of integration of a cognitive system has been used to address this question. For true belief to be creditable to a person's ability, it is claimed, the relevant informational processes must be or become part of the cognitive character of (...)
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  31.  41
    David Nikkel (2006). Discerning the Spirits of Modernity and Postmodernity. Tradition and Discovery 33 (1):8-26.
    I characterize controlling pictures or assumptions and concomitants of first modemity and then postmodernity. In brief, these assumptions are the possibility of absolute transcendence of one’s body, language, and culture versus the inescapability of some immanence in the same, of standing in the world. I trace the historical trajectory of the modem spirit and conclude that the move from modernity to postmodemity has been a long, gradual one that continues today. Modern thought increasingly recognized the historical relativity and conditionedness of (...)
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  32.  9
    Eric Saidel (2016). Through the Looking Glass, and What We Find There. Biology and Philosophy 31 (3):335-352.
    The conclusions drawn from mirror self-recognition studies, in which nonhuman animals are tested for whether they detect a mark on their bodies which can be observed only in the mirror, are based on several presuppositions. These include that performance on the test is an indication of species wide rather than individual abilities, and that all the animals which pass the test are demonstrating the presence of the same psychological ability. However, further details about the results of the test indicate that (...)
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  33. Roland Pierik (2005). Conceptualizing Cultural Groups and Cultural Difference: The Social Mechanism-Approach. Ethnicities 4 (4):523-544.
    The aim of this article is to present a conceptualization of cultural groups and cultural difference that provides a middle course between the Scylla of essentialism and the Charybdis of reductionism. The method I employ is the social mechanism approach. I argue that cultural groups and cultural difference should be understood as the result of cognitive and social processes of categorization. I describe two such processes in particular: categorization by others and self- categorization. Categorization by others is caused by processes (...)
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  34.  30
    Anju Aggarwal (2008). Kwame Nkrumah. Proceedings of the Xxii World Congress of Philosophy 28:5-11.
    African philosophy in the twentieth century is largely the work of African intellectuals under the influence of philosophical traditions from the colonial countries. Among them are few names such as Amilcar Cabral, Franz Fanon, Kwame Nkrumah, and Julius Nyerere etc. This paper is an attempt to analyze the politicalphilosophy of Nkrumah, first President of Republic of Ghana in West Africa. The paper argues that from the African political and economic point of view Nkrumah advocated a socialist system created out of (...)
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  35.  84
    William C. Wimsatt (2006). Generative Entrenchment and an Evolutionary Developmental Biology for Culture. Behavioral and Brain Sciences 29 (4):364-366.
    Mesoudi et al.'s new synthesis for cultural evolution closely parallels the evolutionary synthesis of Neo-Darwinism. It too draws inspiration from population genetics, recruits other fields, and, unfortunately, also ignores development. Enculturation involves many serially acquired skills and dependencies that allow us to build a rich cumulative culture. The newer synthesis, evolutionary developmental biology, provides a key tool, generative entrenchment, to analyze them. (Published Online November 9 2006).
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  36. Dair L. Gillespie & Ann Leffler (1983). Theories of Nonverbal Behavior: A Critical Review of Proxemics Research. Sociological Theory 1:120-154.
    This chapter reviews developments and difficulties in the nonverbal behavior literature. Despite the atheoretical bias of the discipline, four implicit models may be found there-the ethological, the enculturation, the internal states, and the situational resource models. After reviewing research based on these models, we conclude that the situational resource paradigm has much to offer nonverbal theorizing.
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  37.  12
    Jeffrey M. Skopek (2011). Principles, Exemplars, and Uses of History in Early 20th Century Genetics. Studies in History and Philosophy of Science Part C 42 (2):210-225.
    This paper is concerned with the uses of history in science. It focuses in particular on Anglo-American genetics and on university textbooks—where the canon of a science is consolidated, as the heterogeneous approaches and controversies of its practice are rendered unified for its reproduction. Tracing the emergence and eventual standardization of geneticists’ use of a case-based method of teaching in the 1920s–1950s, this paper argues that geneticists created historical environments in their textbooks—spaces in which students developed an understanding of the (...)
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  38.  91
    Kim Sterelny, Review Genes, Memes and Human History.
    Archaeology, of all the human sciences, can dodge this problem the least, and the great virtue of Shennan’s Genes, Memes and Human History is that he confronts it directly. For though humans are now both cultural and ecological beings, it was not always so. Once our hominid ancestors had a social organisation and a material culture roughly equivalent to that of today’s chimpanzees. Chimps are not encultured in the sense that we are encultured: their social life and their ecology does (...)
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  39.  37
    Marina F. Bykova (2008). Bildung in Hegel's Phenomenology of Spirit. Proceedings of the Xxii World Congress of Philosophy 20:17-25.
    The paper focuses on Hegel’s concept of Bildung and its significance for his account of the concrete subjectivity. It is pointed out that it would be a misinterpretation of Hegel's account of Bildung to reduce it either to a merely individual intellectual event (education, narrowly construed) or to economic production. In Hegel, Bildung is a real historical process that takes place within the life of any individual, any culture and (in principle) even the human race. That is a concrete universal (...)
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  40.  18
    Maughn Gregory (2000). Care as a Goal of Democratic Education. Journal of Moral Education 29 (4):445-461.
    In this article I present behavioural analyses of particular constructions of democracy and the ethic of care, in order to determine whether care is a democratic virtue. I analyse Carol Gilligan's concept of care as a complex of six virtues or behavioural dispositions: acquaintance, mindfulness, moral imagining, solidarity, tolerance and self-care. I then describe democracy in terms of two divergent but compatible sets of practices: social non-interference and social co-operation. These behavioural analyses lead me to conclude that certain behavioural habits (...)
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  41.  4
    Stephen Boulter (forthcoming). Education From a Biological Point of View. Studies in Philosophy and Education:1-16.
    There appears to be an irresolvable disagreement between “progressives” and “conservatives” regarding the ultimate aims of education. This paper argues that the dispute is irresolvable as it currently stands because the traditional progressive/conservative dichotomies are false and based on distorted half-truths. The current impasse is due to the fact that educationalists and philosophers alike have hitherto misunderstood the fundamental purpose of educational activities. The central claim of this paper is that a biological perspective on education allows one to see past (...)
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  42.  15
    Hans Radder (1992). Experimental Reproducibility and the Experimenters' Regress. PSA: Proceedings of the Biennial Meeting of the Philosophy of Science Association 1992:63 - 73.
    In his influential book, "Changing Order", H.M. Collins puts forward the following three claims concerning experimental replication. (i) Replication is rarely practiced by experimentalists; (ii) replication cannot be used as an objective test of scientific knowledge claims, because of the occurrence of the so-called experimenters' regress; and (iii) stopping this regress at some point depends upon the enculturation in a local community of practitioners, who tacitly learn the relevant skills. In my paper I discuss and assess these claims on (...)
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  43.  43
    Iain Thomson (1998). The Silence of the Limbs: Critiquing Culture From a Heideggerian Understanding of the Work of Art. Enculturation 2 (1).
    In 1991 Jonathan Demme's The Silence of the Lambs made off with five Academy Awards, including the coveted "Best Picture." Merely to introduce this fact I have already had to ignore several potentially relevant questions. [1] But I will spare you the tedium of endlessly qualifying my choice of subject matter; both existentialism and psychoanalysis teach us that the attempt to get behind our own starting points or render our pasts completely transparent to ourselves is an impossible task. Rather, let (...)
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  44.  15
    Benedict Smith (2008). Traditional Moral Knowledge and Experience of the World. Analyse & Kritik 30 (1):139-155.
    MacIntyre shares with others, such as John McDowell, a broad commitment in moral epistemology to the centrality of tradition and both regard forms of enculturation as conditions of moral knowledge. Although MacIntyre is critical of the thought that moral reasons are available only to those whose experience of the world is conceptually articulated, he is sympathetic to the idea that the development of sub jectivity involves the capacity to appreciate external moral demands. This paper critically examines some aspects of (...)
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  45.  34
    Keping Wang (2009). Plato's Poetic Wisdom in the Myth of Er. Frontiers of Philosophy in China 4 (2):282-293.
    The interlink between myth and wisdom in Hellenic heritage is characteristically embodied in the Platonic philosophizing as regards the education and enculturation of the human psyche. As is read in the end of The Republic , the myth of Er turns out to be a philosophical rewriting of poetry to a large degree. For it engagingly reveals Plato’s moral inculcation, philosophical instruction and poetic wisdom in particular, all of which are intended to guide human conduct along the right track (...)
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  46.  9
    Naomi Zack (2009). No More Mothers? Social Philosophy Today 25:17-30.
    The role of motherhood was attenuated over the second half of the twentieth century, by literal and metaphorical factors: Privileged women gained control over their reproduction and developed non-mothering life priorities; government and society became less nurturing in public ideals; projects of spontaneous speciation began in biology; the environment became unsustaining. In addition, feminist criticism resulted in greater individuation between the persons of mothers and their children. With these changes, the role of motherhood lacks a positive identity, culturally and psychically. (...)
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  47.  12
    Michael Siegal & Rosemary Varley (2008). If We Could Talk to the Animals. Behavioral and Brain Sciences 31 (2):146-147.
    The thesis of discontinuity between humans and nonhumans requires evidence from formal reasoning tasks that rules out solutions based on associative strategies. However, insightful problem solving can be often credited through talking to humans, but not to nonhumans. We note the paradox of assuming that reasoning is orthogonal to language and enculturation while employing the criterion of using language to compare what humans and nonhumans know.
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  48.  3
    Shinae Won (2008). John D. Caputo's Undecidability and Flux Model for Korean Christian Educators. Proceedings of the Xxii World Congress of Philosophy 24:53-61.
    The goal of this thesis is to undo those assumptions about understanding and the doxastic and social relationships that are concomitant with those assumptions, while offering a different way of construing understanding that is conducive to allowing Christian religious educators to move forward in their work, especially as that work concerns intergenerational strife. This rewriting of our notions of understanding and relationship will be in a direction wherein thedistinctions between faith, knowledge, self-understanding, enculturation, and ethical choice are blurred. Accordingly, (...)
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  49.  7
    M. Tomasello (2011). Ernst von Glasersfeld: Some “Partial Memories”. Constructivist Foundations 6 (2):164-165.
    Upshot: Michael Tomasello is Director of the Department of Developmental and Comparative Psychology and Co-Director of the Max Planck Institute for Evolutionary Anthropology in Leipzig. He completed his PhD with Ernst as his supervisor in 1980. In his reminiscence essay he describes the “total enculturation” he experienced on encountering Ernst von Glasersfeld.
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  50.  2
    Douglas P. Newton (1999). Knowing What Counts as Understanding in Different Disciplines: Some 10-Year-Old Children's Conceptions. Educational Studies 25 (1):35-54.
    Understanding is not of the same kind in all contexts. Children learn the kind of understanding that is appropriate in particular contexts largely through a process of enculturation. This study examines some aspects of 10-year-old children's conceptions of understanding. There was evidence that they had admissible conceptions of understanding in general but may be unable to distinguish unaided between the kinds of understanding that are relevant in different disciplines. An explicit attention to enculturation in lesson plans may be (...)
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