Developmental understanding of transpersonal experience and its diverse impact on human life has been bedeviled by the opposed, monolithic extremes of Freud's regression to infant "narcissism," on the one hand, and more recent views of the transpersonal as the sole endpoint for any "higher" or "postformal operations" development of human intelligence, on the other. Here it is shown that "higher states of consciousness" can be more specifically understood as developments of a "presentational" intelli-gence, thereby constituting one line of adult (...) development among the several open to our symbolic capacity. The demonstrated but relatively infrequent occurrence of transpersonal states in early childhood then becomes understandable as a developmental precocity akin to that shown in mathematical and musical prodigies. The overlap of this developmental line with some of the thematics and regressive states of psychoanalytic object relations theories of infancy follows from the experiential nature of pre-sentational intelligence. Early emotional traumata and deficits must reappear in transpersonal experience to the extent that they were internalized as part of the mother-infant dyad whose structure underlies our symbolic, dialogic consciousness. (shrink)

One approach to understanding model-based reasoning in science is to examine how it develops during infancy, childhood, and adolescence. The way in which thinking changes sometimes provides clues to its nature. This paper examines cognitive developmental aspects of modeling practices and discusses how a developmental perspective can enrich the study of model-based scientific reasoning in adults. The paper begins with issues concerning developmental change, followed by a model of model-based reasoning. The rest of the paper describes how (...) several key concepts from recent developmental work could contribute to current work on model-based reasoning. Specifically, developmental research shows that (a) social processes are involved in model-based reasoning and scientific discovery, (b) the development of a theory of mind contributes to the development of scientific reasoning, (c) changes in scientific reasoning are characterized by cognitive variability, and (d) microgenetic methods could clarify conceptual change during model-based reasoning. (shrink)

We develop a criterion for telling when integrating two pieces of information, e.g. two pictures or statements requires an understanding of perspective. Problems that require such an understanding are perspective problems. With this criterion we can show that understanding false beliefs vis-à-vis reality pose a perspective problem, so does understanding spatial descriptions given from different viewing points (a classical example of what is commonly seen as a problem of perspective) and individuating objects with different sortals (naming objects). We use the (...) result that understanding false belief as well as alternative naming of objects are both perspective problems to explain the otherwise inexplicable developmental finding that children master these two tasks at about the same time, around the age of 4 years. (shrink)

Evolutionary developmental biology (Evo-devo) is a loose conglomeration of research programs in the life sciences with two main axes: (a) the evolution of development, or inquiry into the pattern and processes of how ontogeny varies and changes over time; and, (b) the developmental basis of evolution, or inquiry into the causal impact of ontogenetic processes on evolutionary trajectories—both in terms of constraint and facilitation. Philosophical issues are found along both axes surrounding concepts such as evolvability, novelty, and modularity. (...) The developmental basis of evolution has garnered much attention because it speaks to the possibility of revising a standard construal of evolutionary theory, but the evolution of development harbors its own conceptual questions. This article addresses the heterogeneity of Evo-devo’s conglomerate structure (including disagreements over its individuation), as well as the concepts and controversies of philosophical interest pertaining to the evolution of development and the developmental basis of evolution. Future research will benefit from a shift away from global theorizing toward the scientific practices of Evo-devo. (shrink)

Developmental models that account for the metabolic effect of temperature variability on poikilotherms, such as degree-day models, have been widely used to study organism emergence, range and development, particularly in agricultural and vector-borne disease contexts. Though simple and easy to use, structural and parametric issues can influence the outputs of such models, often substantially. Because the underlying assumptions and limitations of these models have rarely been considered, this paper reviews the structural, parametric, and experimental issues that arise when using (...) degree-day models, including the implications of particular structural or parametric choices, as well as assumptions that underlie commonly used models. Linear and non-linear developmental functions are compared, as are common methods used to incorporate temperature thresholds and calculate daily degree-days. Substantial differences in predicted emergence time arose when using linear versus non-linear developmental functions to model the emergence time in a model organism. The optimal method for calculating degree-days depends upon where key temperature threshold parameters fall relative to the daily minimum and maximum temperatures, as well as the shape of the daily temperature curve. No method is shown to be universally superior, though one commonly used method, the daily average method, consistently provides accurate results. The sensitivity of model projections to these methodological issues highlights the need to make structural and parametric selections based on a careful consideration of the specific biological response of the organism under study, and the specific temperature conditions of the geographic regions of interest. When degree-day model limitations are considered and model assumptions met, the models can be a powerful tool for studying temperature-dependent development. (shrink)

The Darwinian theory of evolution is itself evolving and this book presents the details of the core of modern Darwinism and its latest developmental directions. The authors present current scientific work addressing theoretical problems and challenges in four sections, beginning with the concepts of evolution theory, its processes of variation, heredity, selection, adaptation and function, and its patterns of character, species, descent and life. -/- The second part of this book scrutinizes Darwinism in the philosophy of science and its (...) usefulness in understanding ecosystems, whilst the third section deals with its application in disciplines beyond the biological sciences, including evolutionary psychology and evolutionary economics, Darwinian morality and phylolinguistics. The final section addresses anti-Darwinism, the creationist view and issues around teaching evolution in secondary schools. -/- The reader learns how current experimental biology is opening important perspectives on the sources of variation, and thus of the very power of natural selection. This work examines numerous examples of the extension of the principle of natural selection and provides the opportunity to critically reflect on a rich theory, on the methodological rigour that presides in its extensions and exportations, and on the necessity to measure its advantages and also its limits. Scholars interested in modern Darwinism and scientific research, its concepts, research programs and controversies will find this book an excellent read, and those considering how Darwinism might evolve, how it can apply to the human sciences and other disciplines beyond its origins will find it particularly valuable. Originally produced in French (Les Mondes Darwiniens), the scope and usefulness of the book have led to the production of this English text, to reach a wider audience. This book is a milestone in the impressive penetration by Francophone scholars into the world of Darwinian science, its historiography and philosophy over the last two decades. (shrink)

Evolutionary developmental biology (Evo-Devo) is a new and rapidly developing field of biology which focuses on questions in the intersection of evolution and development and has been seen by many as a potential synthesis of these two fields. This synthesis is the topic of the books reviewed here. Integrating Evolution and Development (edited by Roger Sansom and Robert Brandon), is a collection of papers on conceptual issues in Evo-Devo, while From Embryology to Evo-Devo (edited by Manfred Laubichler and Jane (...) Maienschein) is a history of the problem of the relations between ontogeny and phylogeny. (shrink)

Ethical approaches and the right development framework are critical in water use and conservation. Water as a resource is not unlimited. Darryl Macer et al. point to the necessity of understanding the basics of water, uses of water, water resource availability, and conflict. Water is a very precious resource that in the future can be a source of tension due to unabated urbanization. In the Kaliwa Dam Project in the Philippines, the Dumagat Tribe is at the heart of the (...) class='Hi'>issue. If the right policies are not in place, progress can have a severe impact on communities. Water has become a commodity because urbanization has resulted in massive water use in big cities that do not have their own source. This means that urban centers need to get their water from somewhere else resulting in social discord and disputes pertaining to water rights. In addressing the issue of water supply and use, this paper examines the role of policy, efficient infrastructure, and good governance. (shrink)

We developed and tested a behavioral version of the Defining Issues Test-1 revised (DIT-1r), which is a measure of the development of moral judgment. We conducted a behavioral experiment using the behavioral Defining Issues Test (bDIT) to examine the relationship between participants’ moral developmental status, moral competence, and reaction time when making moral judgments. We found that when the judgments were made based on the preferred moral schema, the reaction time for moral judgments was significantly moderated by the moral (...) developmental status. In addition, as a participant becomes more confident with moral judgment, the participant differentiates the preferred versus other schemas better particularly when the participant’s abilities for moral judgment are more developed. (shrink)

Children and adults use established global knowledge to generate real‐time linguistic predictions, but less is known about how listeners generate predictions in circumstances that semantically conflict with long‐standing event knowledge. We explore these issues in adults and 5‐ to 10‐year‐old children using an eye‐tracked sentence comprehension task that tests real‐time activation of unexpected events that had been previously encountered in brief stories. Adults generated predictions for these previously unexpected events based on these discourse cues alone, whereas children overall did not (...) override their established global knowledge to generate expectations for semantically conflicting material; however, they do show an increased ability to integrate discourse cues to generate appropriate predictions for sentential endings. These results indicate that the ability to rapidly integrate and deploy semantically conflicting knowledge has a long developmental trajectory, with adult‐like patterns not emerging until later in childhood. (shrink)

As the commentaries reveal, cognitive neuroscience's first steps toward a theory of development are marked by vigorous debate, ranging from basic points of definition to the fine details of mechanism. In this Response, we present the neural constructivist position on this broad spectrum of issues, from basic questions such as what sets constructivism apart from other theories (particularly selectionism) to its relation to behavioral theories and to its underlying mechanisms. We conclude that the real value of global theories at this (...) stage of cognitive neuroscience is not just their answers but the new set of research questions they pose. (shrink)

Developmental Task Attainment in Adolescents from Families with a Recovering Alcoholic or Active Alcoholic Father The problem under consideration is the issue of adolescent developmental tasks in families with alcohol-related problems, especially in families which contain one or more treated alcoholics. In the present work it was hypothesised that the treatment of alcoholic fathers would be one of the more important protective factors in families coping with alcoholism. The participants of the study included 91 children, aged 17-18. (...) The research sample was comprised of three groups: 31 children of active alcoholics, 30 children of treated alcoholics, and 30 children of non-alcoholic parents. In general, the results of the study highlight the roles of temperament and parenting practices in the progress of developmental tasks. The data revealed that family characteristics were correlated to the predictors of these tasks. The groups used in the study were differed according to the factors of their developmental tasks. (shrink)

How micro- and macroevolutionary evolutionary processes produce phenotypic change is without question one of the most intriguing and perplexing issues facing evolutionary biologists. We believe that roadblocks to progress lie A) in the underestimation of the role of the environment, and in particular, that of the interaction of genotypes with environmental factors, and B) in the continuing lack of incorporation of development into the evolutionary synthesis. We propose the integration of genetic, environmental and developmental perspectives on the evolution of (...) the phenotype in the form of the concept of the developmental reaction norm (DRN) The DRN represents the set of multivariate ontogenies that can be produced by a single genotype when it is exposed to environmental variation. It encompasses: 1) the processes that alter the phenotype throughout the ontogenetic trajectory, 2) the recognition that different aspects of the phenotype are (and must be) correlated and 3) the ability of a genotype to produce phenotypes in different environments. This perspective necessitates the explicit study of character expression during development, the evaluation of associations between pairs or groups of characters (e.g., multivariate allometries), and the exploration of reaction norms and phenotypic plasticity. We explicitly extend the concept of the DRN to encompass adjustments made in response to changes in the internal environment as well. Thus, ‘typical’ developmental sequences (e.g., cell fate determination) and plastic responses are simply manifestations of different scales of ‘environmental’ effects along a continuum. We present: (1) a brief conceptual review of three fundamental aspects of the generation and evolution of phenotypes: the changes in the trajectories describing growth and differentiation (ontogeny), the multivariate relationships among characters (allometry), and the effect of the environment (plasticity); (2) a discussion of how these components are merged in the concept of the developmental reaction norm; and (3) a reaction norm perspective of major determinants of phenotypes: epigenesis, selection and constraint. (shrink)

Originally published in 1983, the purpose of this book was to discuss the relations between philosophy and developmental psychology, as those relations existed over the course of the history of the discipline and as they existed at that time. Although not all portions of developmental psychology are surveyed, major proponents of several key areas are represented. In addition, discussion of many currently prominent issues are included. The diversity of approaches and of interests present in the book are representative (...) of the breadth of theoretical and empirical interests found in developmental psychology at the time. (shrink)

Thomas & Karmiloff-Smith (T&K-S) raise an issue of considerable theoretical importance: Are developmental disorders like cases of adult brain damage? However, a related question: Are developmental disabilities the same in children and adults? is rarely addressed. Failure to consider the cumulative and differing effects of aberrant development across the life span confounds the current literature on both developmental dyslexia and Specific Language Impairment.

This paper articulates a developmental model for how individuals relate to religious difference. We begin by reviewing scholarly work on multicultural competencies and initial research on religious diversity. To provide a framework for our model, we explore the Developmental Model of Intercultural Sensitivity and its relationship to research within the psychology of religion. The review closes by examining and critiquing a preliminary model of interreligious sensitivity. From this multi-faceted review, we propose a developmental model of interreligious competence (...) and suggest key psychological capacities that undergird the model. Two case studies ground the theory before we explore future directions for research. Throughout, we consider the philosophical issues of alterity that shape encounters with religious diversity. By developing this model of interreligious competence, this article aims to provide a framework to help psychologists and other human service professionals become more effective in their interactions across religious difference. (shrink)

Merleau-Ponty's Developmental Ontology shows how the philosophy of Maurice Merleau-Ponty, from its very beginnings, seeks to find sense or meaning within nature, and how this quest calls for and develops into a radically new ontology. -/- David Morris first gives an illuminating analysis of sense, showing how it requires understanding nature as engendering new norms. He then presents innovative studies of Merleau-Ponty's The Structure of Behavior and Phenomenology of Perception, revealing how these early works are oriented by the problem (...) of sense and already lead to difficulties about nature, temporality, and ontology that preoccupy Merleau-Ponty's later work. Morris shows how resolving these difficulties requires seeking sense through its appearance in nature, prior to experience—ultimately leading to radically new concepts of nature, time, and philosophy. -/- Merleau-Ponty's Developmental Ontology makes key issues in Merleau-Ponty's philosophy clear and accessible to a broad audience while also advancing original philosophical conclusions. (shrink)

Volume 44 & 45 of Advances in Child Development and Behavior includes chapters that highlight some the most recent research in the area of embodiment and epigenesis. A wide array of topics are discussed in detail, including multiple trajectories in the developmental psychobiology of human handedness and the integration of culture and biology in human development. Each chapter provides in-depth discussions, and this volume serves as an invaluable resource for developmental or educational psychology researchers, scholars, and students. Chapters (...) that highlight some of the most recent research in the area. A wide array of topics are discussed in detail. (shrink)

Management and Morality provides a comprehensive and accessible overview of the moral and ethical dimension to organizational and individual behavior, while adding an original, developmental perceptive. Management and Morality combines organizational theory and behavior with approaches to organizational and individual development. The first two sections of the book, Ethical Thinking and Management Practice, and Moral Issues in Organizations, provide a clear and thorough coverage of these areas relevant to ethical behavior in and of organizations. On this basis, the third (...) section, A Developmental Perspective, develops a new approach to ethical development of organizations and individuals concerned with the improvement of organizational structures, processes, and practices so as to allow for individual morality and individual moral behavior. Rich in its coverage of the field and variety of ideas, Management and Morality will be essential reading to students and academics in management, business and organizational ethics, organizational behavior and development, and organizational sociology. (shrink)

In this special issue of Human Nature we explore the possible adaptive links between teaching and learning during childhood, and we aim to expand the dialogue on the ways in which the social sciences, and in particular current anthropological research, may better inform our shifting understanding of how these processes vary in different social and ecological environments. Despite the cross-disciplinary trend toward incorporating more behavioral and cognitive data outside of postindustrial state societies, much of the published cross-cultural data is (...) presented as stand-alone population-level studies, making it challenging to extrapolate trends or incorporate both ecological and developmental perspectives. Here, contributors explore how human life history, ecological experience, cumulative culture, and ethnolinguistics impact social learning and child development in foraging and transitioning societies around the world. Using historical ethnographic data and qualitative and quantitative data from studies with contemporary populations, authors interrogate the array of factors that likely interact with cognitive development and learning. They provide contributions that explore the unique environmental, social, and cultural conditions that characterize such populations, offering key insights into processes of social learning, adaptive learning responses, and culture change. This series of articles demonstrates that children are taught culturally and environmentally salient skills in myriad ways, ranging from institutionalized instruction to brief, nuanced, and indirect instruction. Our hope is that this collection stimulates more research on the evolutionary and developmental implications associated with teaching and learning among humans. (shrink)

Ethical behavior — the conscious attempt to act in accordance with an individually-owned morality — is the product of an advanced stage of the maturing process. Three models of ethical growth derived from research in human development are applied to issues of business ethics.

The question of the influence of genes on behavior raises difficult philosophical and social issues. In this paper I delineate what I call the Developmentalist Challenge (DC) to assertions of genetic influence on behavior, and then examine the DC through an indepth analysis of the behavioral genetics of the nematode, C. elegans, with some briefer references to work on Drosophila. I argue that eight "rules" relating genes and behavior through environmentally-influenced and tangled neural nets capture the results of developmental (...) and behavioral studies on the nematode. Some elements of the DC are found to be sound and others are criticized. The essay concludes by examining the relations of this study to Kitcher's antireductionist arguments and Bechtel and Richardson's decomposition and localization heuristics. Some implications for human behavioral genetics are also briefly considered. (shrink)

Topics in Cognitive Science, Volume 14, Issue 2, Page 258-281, April 2022.

One of the most profound insights of the dynamic systems perspective is that new structures resulting from the developmental process do not need to be planned in advance, nor is it necessary to have these structures represented in genetic or neurological templates prior to their emergence. Rather, new structures can emerge as components of the individual and the environment self-organize; that is, as they mutually constrain each other's actions, new patterns and structures may arise. This theoretical possibility brings into (...) developmental theory the important concept of indeterminism--the possibility that developmental outcomes may not be predictable in any simple linear causal way from their antecedents. This is the first book to take a critical and serious look at the role of indeterminism in psychological and behavioral development. * What is the source of this indeterminism? * What is its role in developmental change? * Is it merely the result of incomplete observational data or error in measurement? It reviews the concepts of indeterminism and determinism in their historical, philosophical, and theoretical perspectives--particularly in relation to dynamic systems thinking--and applies these general ideas to systems of nonverbal communication. Stressing the indeterminacy inherent to symbols and meaning making in social systems, several chapters address the issue of indeterminism from metaphorical, modeling, and narrative perspectives. Others discuss those indeterministic processes within the individual related to emotional, social, and cognitive development. (shrink)

The majority of the commentaries focused on excessive crying and colic and included two major themes: the consideration of proximate physiological mechanisms, and challenges to my interpretation of the signal functions of early infant crying amount. I initially concluded that none of the competing signaling hypotheses enjoyed strong support, but I nevertheless favored the signaling vigor hypothesis above the signaling need and manipulation hypotheses. Consideration of the neurobiological causation of the n-shaped crying curve and further evidence and argumentation concerning the (...) potential signal functions, however, do not allow for the elevation of any one of these hypotheses above the others, and it remains the case that none are strongly supported. Taken together, however, the target article and commentary do provide a solid foundation for further research. In the target article, I also proposed a model of how infant cry acoustics can influence patterns of care and abuse. Commentary has enriched this model by including the consideration of developmental changes in cry acoustics across early infancy, and by further integrating the cry signal with other modalities of communication and with later development. I trust that the foregoing will show that the joint pursuit of the proximate mechanisms and the potential signal functions of early infant cry amount and cry acoustics should prove fruitful. Before embarking on my reevaluation, however, I begin this response by addressing the issue of consciousness in evolutionary accounts of signaling. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:93 HUME'S PYRRHONISM: A DEVELOPMENTAL INTERPRETATION* Hume's approach to philosophical problems is unique. Whether the issue is causality, external objects, or personal identity, we find the same approach. He begins by launching devastating attacks against popular theories. He then convinces us that his solution to the issue at hand is the only one that makes sense. But, then, he dashes our hopes by arguing that even (...) his solutions contain 'contradictions', 'manifest absurdities', 'obscurities', and 'perplexities '. In short, Hume is a skeptic in the Pyrrhonian tradition in his belief that fundamental aspects of the human understanding are wrought with contradiction. Commentators invariably recognize these contradictions in Hume's writings, but further explanation is desirable. What are these contradictions which Hume finds inevitable, and when do they arise? This is the question I will try to answer. The answer is no less intriguing than Hume himself, for throughout his philosophical career, Hume continually discovered new contradictions. I will be arguing for a developmental interpretation of Hume's Pyrrhonism, the key area of change involving a contradiction with morality. Briefly, I will argue that in the main text of the Treatise. Hume discovers contradictions in areas involving external objects and causality, but denies that contradictions arise with morality. For, insofar as morality involves only the world of mental events, he believes it to be free from contradiction. However, in his discussion of 'the self in the Appendix to the Treatise, he changes his position and asserts that contradictions arise even for the world of mental events. In the conclusion to his second Enquiry, Hume 94 extends this Pyrrhonism even further in the face of another contradiction, this time directly involving morality. Thus, where Hume rejects Pyrrhonian moral skepticism in the Treatise, he comes to affirm it in the second Enquiry. I conclude by comparing Hume's lists of contradictions in the Treatise and first Enquiry showing that, again, Hume expanded the realm of Pyrrhonism. What I have been calling 'Pyrrhonism' (skepticism involving the discovery of contradictions) Hume also calls 'excessive consequential skepticism'. Some background here will be helpful. 'Excessive consequential skepticism' refers to the negative conclusions that skeptics come to at the end of an investigation, because of "either the absolute fallaciousness of their mental faculties, or their unfitness to reach any fixed determination in all those curious subjects of speculation, about which they are commonly employed" (E 150). Here the skeptic is at his strongest since, for a certain class of epistemological Iy foundational propositions P. (such as the existence of external objects), the best evidence supporting P also emplies 'not P.'. Hume notes, though, that this excessive skepticism, even when securely argued, cannot be followed in practice since it runs counter to our common experiences. It is a theoretical enterprise, and Hume objects strongly to those who recommend cynicism in such matters. Hume's excessive consequential skepticism (which is purely theoretical) stands in contrast to what he calls moderate consequential skepticism. This moderate variety involves two practical lessons which can be learned from Pyrrhonism or extreme theoretical skepticism. These lessons are what Flew has recently called Hume's effort at the 95 Containment of his skepticism. First, the philosopher should entertain "a degree of doubt, and caution, and modesty, which, in all kinds of scrutiny and decision, ought for ever to accompany a just reasoner" (E 162). Second, philosophers should limit their inquiries so they will "never be tempted to go beyond common life, so long as they consider the imperfection of those faculties which they employ, their narrow reach, and their inaccurate operations" (E 162). Although Hume opts for moderate skepticism, he makes it quite clear that the moderate variety is "the result of this Pyrrhonism, or excessive scepticism, when its undistinguished doubts are, in some measure, corrected by common sense and reflection" (E 161). In other words, Hume's moderate skepticism must presuppose the theoretical legitimacy of the contradictions that the excessive skeptic uncovers. The moderate skeptic, though, does not carry these problems over into common life. Thus, broadly construed, consequential skepticism involves three features: (1) the discovery of a contradiction within the understanding (excessivetheoretical ), (2) a recommendation for philosophical modesty (moderate-practical), and (3) a recommendation... (shrink)

As the potential for enhancement technologies migrates from the theoretical to the practical, a difficult and important decision will be imposed upon human civilization, namely the issue as to whether or not we are morally obligated to biologically enhance nonhuman animals and integrate them into human and posthuman society. Precedents for intra-species cultural uplift abound in human history, providing both sobering and edifying episodes showcasing the possibilities for the instigated and accelerated advancement of technologically delayed societies. As a number (...) of scientists, philosophers and futurists have recently argued, there is mounting evidence in support of the suggestion that these historical episodes are symptomatic of a larger developmental trend, namely the inexorable and steady advancement of intelligence. Civilizational progress necessarily implies increasing levels of organization and refinement across all realms of activity. Consequently, the status of nonhuman species and the biosphere will eventually come under the purview of guided intelligence rather than autonomous processes. That said, a developmental tendency towards uplift does not imply that it is good or right; more properly, it can be argued that uplift scenarios do in fact carry moral currency. Through the application of Rawlsian moral frameworks, and in consideration of the acknowledgement of legally recognized nonhuman persons, it can be shown that the presence of uplift biotechnologies will represent a new primary good and will thus necessitate the inclusion of highly sapient nonhumans into what has traditionally been regarded as human society. In addition to issues of distributive justice, the Rawlsian notion of the original position can be used to answer the question of whether or not there is consent to uplift. Finally, it will be shown that the presence of uplift biotechnologies in the absence of the legal recognition of nonhuman persons and a mandate for responsible uplifting will ultimately lead to abuse, adding another important consideration to the uplift imperative. (shrink)

In Psychology, the issue of language usage as a means of action in psychological life requires that we question the relations between the forms of language expression and their psychological functions. The current paper contributes to an understanding of this question. The relation between form and function is examined here, with particular focus on a discursive and dialogic method employed in the Activity Clinic approach to elicit controversy as a means of developing dialogical thinking. We argue that the interfunctionality (...) of levels of dialogue serves developmental processes, promoting thought and the possibilities for its elaboration. We describe these developmental processes on the basis of an empirical analysis of a sequence from an intervention conducted with Roman Catholic Priests on preaching in homily. Our methodological frameworks have the function of vivifying dialogical thinking about work, by making use of the interfunctionality of levels of dialogue and the vital function of social relations in the psychological life of the subjects. (shrink)

Galen Strawson considers the self to be best described as a cognitive, `distinctively mental' phenomenon. He asserts that the mental sense of self comes to every normal human being in childhood and comprises the sense of being a mental presence, of being alone in one's head, with the body `just a vehicle or vessel for the mental thing that is what one really or most essentially is' . His thesis is determinedly cognitivist and it is with this that I take (...) issue. As Reed puts the problem, `cognitivism, with its allegiance to the representational theory of mind and its focus on mental states as internal to the mind, is particularly susceptible to the dualistic separation of self from the environment' . One may add that cognitivism is also susceptible to separating the self from the body. Reed suggests that perception not only provides information for the distinction between self and environment from the outset, but also it provides a means of keeping in contact with the world. Memory provides a means of bridging earlier and later aspects of self and integrating diverse elements of experience. Both perceiving and remembering entail aspects of self but in rather different ways. Perceiving is a spatio-temporal process which provides a continuous flow of information about the embodied self in its encounters with the physical and social world. Autobiographical memory requires a duplication of the self so that `me-experiencing-now' can be related with `a prior me-experiencing-a-prior-environment'. The question of interest is how a perceived self may, through development, give rise to a remembered self. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:93 HUME'S PYRRHONISM: A DEVELOPMENTAL INTERPRETATION* Hume's approach to philosophical problems is unique. Whether the issue is causality, external objects, or personal identity, we find the same approach. He begins by launching devastating attacks against popular theories. He then convinces us that his solution to the issue at hand is the only one that makes sense. But, then, he dashes our hopes by arguing that even (...) his solutions contain 'contradictions', 'manifest absurdities', 'obscurities', and 'perplexities '. In short, Hume is a skeptic in the Pyrrhonian tradition in his belief that fundamental aspects of the human understanding are wrought with contradiction. Commentators invariably recognize these contradictions in Hume's writings, but further explanation is desirable. What are these contradictions which Hume finds inevitable, and when do they arise? This is the question I will try to answer. The answer is no less intriguing than Hume himself, for throughout his philosophical career, Hume continually discovered new contradictions. I will be arguing for a developmental interpretation of Hume's Pyrrhonism, the key area of change involving a contradiction with morality. Briefly, I will argue that in the main text of the Treatise. Hume discovers contradictions in areas involving external objects and causality, but denies that contradictions arise with morality. For, insofar as morality involves only the world of mental events, he believes it to be free from contradiction. However, in his discussion of 'the self in the Appendix to the Treatise, he changes his position and asserts that contradictions arise even for the world of mental events. In the conclusion to his second Enquiry, Hume 94 extends this Pyrrhonism even further in the face of another contradiction, this time directly involving morality. Thus, where Hume rejects Pyrrhonian moral skepticism in the Treatise, he comes to affirm it in the second Enquiry. I conclude by comparing Hume's lists of contradictions in the Treatise and first Enquiry showing that, again, Hume expanded the realm of Pyrrhonism. What I have been calling 'Pyrrhonism' (skepticism involving the discovery of contradictions) Hume also calls 'excessive consequential skepticism'. Some background here will be helpful. 'Excessive consequential skepticism' refers to the negative conclusions that skeptics come to at the end of an investigation, because of "either the absolute fallaciousness of their mental faculties, or their unfitness to reach any fixed determination in all those curious subjects of speculation, about which they are commonly employed" (E 150). Here the skeptic is at his strongest since, for a certain class of epistemological Iy foundational propositions P. (such as the existence of external objects), the best evidence supporting P also emplies 'not P.'. Hume notes, though, that this excessive skepticism, even when securely argued, cannot be followed in practice since it runs counter to our common experiences. It is a theoretical enterprise, and Hume objects strongly to those who recommend cynicism in such matters. Hume's excessive consequential skepticism (which is purely theoretical) stands in contrast to what he calls moderate consequential skepticism. This moderate variety involves two practical lessons which can be learned from Pyrrhonism or extreme theoretical skepticism. These lessons are what Flew has recently called Hume's effort at the 95 Containment of his skepticism. First, the philosopher should entertain "a degree of doubt, and caution, and modesty, which, in all kinds of scrutiny and decision, ought for ever to accompany a just reasoner" (E 162). Second, philosophers should limit their inquiries so they will "never be tempted to go beyond common life, so long as they consider the imperfection of those faculties which they employ, their narrow reach, and their inaccurate operations" (E 162). Although Hume opts for moderate skepticism, he makes it quite clear that the moderate variety is "the result of this Pyrrhonism, or excessive scepticism, when its undistinguished doubts are, in some measure, corrected by common sense and reflection" (E 161). In other words, Hume's moderate skepticism must presuppose the theoretical legitimacy of the contradictions that the excessive skeptic uncovers. The moderate skeptic, though, does not carry these problems over into common life. Thus, broadly construed, consequential skepticism involves three features: (1) the discovery of a contradiction within the understanding (excessivetheoretical ), (2) a recommendation for philosophical modesty (moderate-practical), and (3) a recommendation... (shrink)

These two companion volumes provide a comprehensive review and critical evaluation of the major DSM-III and DSM-III-R child disorders. Their major goal is to provide diagnostic and assessment guidelines that are based on scientific literature in specific clinical domains. Each chapter contains a discussion of the historical background of a particular diagnosis, definitional issues, a critical but selective review of the literature addressing the diagnosis in question, proposed changes in the diagnostic criteria based on the available literature, and proposed assessment (...) models and methods based on the designated criteria. Given the scientific bases for many of these discussions of diagnostic criteria, these two volumes will serve professionals and graduate students in a wide variety of fields: clinical child psychology, child psychiatry, pediatrics, pediatric and school psychology, special education, social work, and other child mental health specialties. (shrink)

Many philosophers take for granted the distinction between the first-person and third-person perspectives. They employ this distinction in a variety of philosophical debates including those concerning self-consciousness, phenomenal properties, subjectivity of phenomenal consciousness, and conceivability issues. This paper aims to explore the developmental root of the distinction in question. Through several analyses, the paper attempts to show that infants in the early childhood are exposed to cognitive, behavioral and experiential processes that are constitutive of the first-person perspective. The striking (...) conclusion that can be derived from the analyses is that the first-person perspective is not possessed inborn. Rather, it gradually develops through certain experiential processes and interaction with other human infants in the early childhood. This potentially implies that if conditions had been properly designed, infants would have possessed an “inter-subjective self” that lacks the first-person perspective as we traditionally know. The paper additionally hints that serious philosophical consequences occur if the above conclusion is true. (shrink)

This cutting-edge book brings together eminent experts who propose ways to bridge cultural and developmental approaches to human psychology. The experts heed the call of cultural psychology to study different peoples around the world and to recognize that culture profoundly impacts how we think, feel, and act. At the same time, they also take seriously the developmental science perspective that humans everywhere share common life stage tasks and ways of learning. Doing what has not previously been done, the (...) experts integrate key insights and findings from cultural and developmental research. The result is a book brimming with new and creative syntheses for theory, research, and policy. This book is in step with a world where culturally diverse peoples interact with one another more than ever due to migration, worldwide media, and international trade and travel. With these interactions come changes to cultures and the psychological development of their members, and the implications for scholarship and policy are thoughtfully examined here. The book covers a wide range of related topics. It addresses the intersection of development and culture for psychological processes such as learning and memory, for key contexts of development such as family and civil society, for conceptions of self and identity, and for how the life course is partitioned including a focus on childhood and emerging adulthood.With its inclusion of diverse life phases, diverse topics, and experts from diverse disciplines and cultures, this volume speaks to a broad range of developmental and cultural issues. The synthesis of cultural and developmental approaches should be exciting and eye-opening to anyone with an interest in human psychology in today's global world. (shrink)

Twenty-nine environmental activists (mean age, 49.8) responded in writing to questions on influences that gave rise to environmental ethics in their own lives. Answers represented all phases of the lifespan. Through a qualitative analysis, six principle themes emerged: (a) deep environmental concern and an affiliation with nature often began in early childhood; (b) a combination of intellectual or academic and direct experiences with nature contributed to the development of environmental ethics; (c) familial and extra familial models were influential; (d) for (...) some, environmental ethics was tied to spiritual, cultural, or religious feeling; (e) the development of environmental ethics was linked with identity and generativity issues; and (f) historical events interacted with individual development in the formation of an environmental ethics. These themes are discussed in terms of continuities and discontinuities in lifespan development, the role of the family and of history, and the relation between reason and emotion in the development of an environmental ethics. (shrink)

This comment on Chalgoumi et al.’s article “Information Privacy for Technology Users with Intellectual and Developmental Disabilities: Why Does It Matter?” focuses on the concept of autonomy in order to expand the scope of the ethical discussion. First we explore the conceptual and practical relations between privacy and autonomy. Following this, we address the issue of underfunding of information technology for persons with intellectual and developmental disabilities in terms of distributive justice and provide some potential policy solutions.

Business Ethics: A European Review, Volume 30, Issue 2, Page 169-171, April 2021.

Arthur Danto has written:I came to view that in writing about beauty as a philosopher, I was addressing the deepest kind of issue there is. Beauty is but one of an immense range of aesthetic qualities, and philosophical aesthetics has been paralyzed by focusing as narrowly on beauty as it has. But beauty is the only one of the aesthetic qualities that is also a virtue, like truth and goodness. It is not simply among the values we live by, (...) but one of the values that defines what a fully human life means.1Because beauty is so important to being human, it is worthwhile to study how people understand their experiences of beauty across the lifespan. How do children frame what beauty is? How do adolescents? How do... (shrink)

This article views face perception as the ideal case study example for understanding the deeper principles underlying human neurodevelopment. It illustrates how face perception has been one of oldest battlegrounds for resolving key issues in human development. It argues that taking a developmental approach to face perception can resolve some of the major current debates in the adult face perception and cognitive neuroscience literature. Thus, face perception and development continue to be mutually informative domains of study. The work on (...) newborns designed to test the “innate knowledge” of faces, studying the development of face perception skills during infancy and childhood, has proved to be fertile ground for domain-general theories of perceptual and cognitive development. The study reviews recent literature on the factors that contribute to the specialization of certain cortical areas for face processing. It suggests an intriguing alternative middle-ground view in this polarized debate. (shrink)

This paper discusses three cultural narratives that threaten the health of people with intellectual/developmental disabilities (IDD) and which have become more evident during the COVID-19 pandemic. These meta-narratives are the medical model of health/disability; the population health approach to health inequalities; and policies premised on the assumption of the importance of national economic growth as an incentive for reducing health inequalities. Evidence exists that health research is more likely to become policy if it fits within a medical model and (...) addresses national economic growth. These two criteria are particularly problematic for people who have IDD. The paper also proposes a research model to facilitate the inclusion of IDD related issues in future policy regarding health inequalities. (shrink)

Although sciences are often conceptualized in terms of theory confirmation and hypothesis testing, an equally important dimension of scientific reasoning is the structure of problems that guide inquiry. This problem structure is evident in several concepts central to evolutionary developmental biology (Evo-devo)—constraints, modularity, evolvability, and novelty. Because problems play an important role in biological practice, they should be included in biological pedagogy, especially when treating the issue of scientific controversy. A key feature of resolving controversy is synthesizing methodologies (...) from different biological disciplines to generate empirically adequate explanations. Concentrating on problem structure illuminates this interdisciplinarity in a way that is often ignored when science is taught only from the perspective of theory or hypothesis. These philosophical considerations can assist life science educators in their continuing quest to teach biology to the next generation. -/- . (shrink)

Charles Clark; The Follies of Developmental Theory, Journal of Philosophy of Education, Volume 23, Issue 1, 30 May 2006, Pages 135–143, https://doi.org/10.1111/.