A Reappraisal of Economic Development: Perspectives for Cooperative Research

What have the social sciences to show for decades of systematic investigation of the problems of economic development? What basic problems have they solved and what remains to be done in the development of viable theoretical approaches to this area of research and policy? In an unusually open discussion, thirty-three experts from the fields of anthropology, economics, political science, geography, sociology, and agriculture here present a stimulating re-examination of their accomplishments and mutual problems, of the progress the disciplines have made, and that which remains. The increased interest of social scientists in their sister disciplines has not been stimulated solely by intellectual exploration into the problems that they share and the particular insights each provides. Much of the interest stems from the groping and searching concern of field workers who find themselves investigating problems and systems which cannot be understood adequately in terms of a single kind of analysis, be it political, social, cultural, historical, or psychological. Fieldwork thrusts upon them the realization that their professional areas of concern overlap and converge upon aspects of life which traditionally (or academically) lie in the domains of other disciplines. A Reappraisal of Economic Development is distinguished by the vitality and spark of scholars of different disciplines interacting with each other. The book's formal essays are deliberately short, leaving the bulk of the volume to intensive, cross-disciplinary investigation of the positions, accomplishments, and proposals of the speakers and their critics. The result is a fruitful re-evaluation of the political, social, and geographic forces affecting economic development in emerging nations and a useful handbook for anyone dealing with the varied problems of foreign aid, health and educational development, labor organization, and foreign business. Andrew H. Whiteford was George L. Collie Professor of Anthropology, Beloit College, and director, Logan Museum of Anthropology, Beloit. For a twenty-year period he also served as the chair of the department of anthropology at Beloit. After retiring, he became active in the Indian Arts Research Center at the School of American Research, the Wheelwright Museum of the American Indian, and the New Mexico Museum of Indian Arts and Culture.

Business & Money

Bruner, Jerome

Economics

Routledge

"Education is in a state of crisis. It has failed to respond to changing social needs―lagging behind rather than leading." The crisis that Jerome Bruner identifies in this volume admits of no easy solutions. But the noted American psychologist makes clear that educational reform must begin with the understanding of how a child acquires information and converts knowledge into action. Drawing on his current work on infant development, Bruner underscores the importance of formulating educational strategies that expand rather than constrict the skills of the young learner. Since education takes place under conditions imposed by a technological society, Professor Bruner maintains that it is not enough to attempt reform through minor curriculum revisions. The program that fails to set knowledge within the context of action must be replaced. And to be truly relevant to our social needs, the scope of education must be extended toward overcoming the severe handicaps faced by children from impoverished areas.

Relevance Of Education

Education & Teaching

Schools & Teaching

W.W.Norton&Company

Beyond the Information Given: Studies in the Psychology of Knowing

Format Paperback 1973 Subject Cognitive Science Education Miscellaneous Topics Psychology of Education Emotions Psychology Characteristics Qualities Self Improvement Publisher W W Norton Co

Science & Math

Behavioral Sciences

How does a child acquire language, and what may facilitate this learning? In this book, renowned psychologist Jerome Bruner explores the child's most remarkable achievement.
To carry out his investigations, Bruner went to "the clutter of life at home," the child's own setting for learning, rather than observing children in a "contrived video laboratory." For Bruner, language is learned by using it. An central to its use are what he calls "formats," scriptlike interactions between mother and child―in short, play and games. What goes on in games as rudimentary as peekaboo or hide-and-seek can tell us much about language acquisition.
But what aids the aspirant speaker in his attempt to use language? To answer this, the author postulates the existence of a Language Acquisition Support System that frames the interactions between adult and child in such a way as to allow the child to proceed from learning how to refer to objects to learning to make a request of another human being. And, according to Bruner, the Language Acquisition Support System not only helps the child learn "how to say it" but also helps him to learn "what is canonical, obligatory, and valued among those to whom he says it." In short, it is a vehicle for the transmission of our culture.

Child's Talk: Learning to Use Language

Parenting & Relationships

A highly topical volume which builds on currently emerging themes in the study of child development.

Making Sense: The Child's Construction of the World

Well-Ordered Thing

Health, Fitness & Dieting

Psychology & Counseling

Basic Books

In Search Of Mind

The eminent psychologist reflects on the course of his work, examines the development of the study of psychology and his substantial contributions to its growth, and provides a glimpse of himself as thinker, teacher, and student of the mind

In Search of Mind

In this remarkable collaboration, one of the nation's leading civil rights lawyers joins forces with one of the world's foremost cultural psychologists to put American constitutional law into an American cultural context. By close readings of key Supreme Court opinions, they show how storytelling tactics and deeply rooted mythic structures shape the Court's decisions about race, family law, and the death penalty. 
 Minding the Law explores crucial psychological processes involved in the work of lawyers and judges: deciding whether particular cases fit within a legal rule ("categorizing"), telling stories to justify one's claims or undercut those of an adversary ("narrative"), and tailoring one's language to be persuasive without appearing partisan ("rhetorics"). Because these processes are not unique to the law, courts' decisions cannot rest solely upon legal logic but must also depend vitally upon the underlying culture's storehouse of familiar tales of heroes and villains. 
 But a culture's stock of stories is not changeless. 
 Amsterdam and Bruner argue that culture itself is a dialectic constantly in progress, a conflict between the established canon and newly imagined "possible worlds." They illustrate the swings of this dialectic by a masterly analysis of the Supreme Court's race-discrimination decisions during the past century. 
 A passionate plea for heightened consciousness about the way law is practiced and made, Minding the Law will be welcomed by a new generation concerned with renewing law's commitment to a humane justice.

Minding the Law

Amsterdam, Anthony G.

Rules & Procedures

Harvard University Press

Jerome Bruner argues that the cognitive revolution, with its current fixation on mind as "information processor;" has led psychology away from the deeper objective of understanding mind as a creator of meanings. Only by breaking out of the limitations imposed by a computational model of mind can we grasp the special interaction through which mind both constitutes and is constituted by culture.

Acts of Meaning (Four Lectures on Mind and Culture - Jerusalem-Harvard Lectures)

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