Culture and the Development of Children's Action: A Theory of Human Development - Hardcover

Valsiner, Jaan

Hardcover

ISBN 10: 0471135909 ISBN 13: 9780471135906

Publisher: Wiley, 1997

Synopsis

In this deeply probing, intellectually challenging work, Dr. JaanValsiner lays the groundwork for a dynamic new cultural-historicalapproach to developmental psychology. He begins by deconstructingtraditional developmental theory, exposing the conceptual confusionand epistemological blind spots that he believes continue toundermine the scientific validity of its methodologies. Hedescribes the ways in which embedded cultural biases shapeinterventional goals and influence both the direction researchtakes and the ways in which research data are interpreted. And hesuggests ways in which researchers and clinicians can become moreaware of and transcend those biases.

Dr. Valsiner then develops a hierarchical, systemic model thatportrays development as an open-ended, dialectical process. Centralto Valsiner's approach is the premise that, since each child isunique--as are his or her life conditions--deviations in functionor the rate of development from a prescribed norm are just aslikely to be constructive adaptations to changing environmentalpressures as symptoms of psychological disorder. Drawing uponsources as varied as linguistic philosophy, structuralanthropology, thermodynamics, and systems theory, as well as thework of many of the leading figures in twentieth-centurydevelopmental theory, Valsiner argues convincingly for an approachto developmental psychology mature enough to recognize thedifference between healthy variability and dysfunction.

In later chapters the focus shifts from development in the abstractto the everyday challenges encountered by the developing child.Case histories illustrate the subtle interplay of cultural,physiological, and psychological factors in shaping childhoodbehavior.

Called an "intellectual tour de force" by the Bulletin of theMenninger Clinic, Culture and the Development of Children's Actionis important reading for developmental psychologists, childpsychologists, and all child clinicians.

"Of course, no science progresses in a linear fashion. It movesinterdependently with the society in which it is embedded, makinguse of the narrative forms in describing itself to its insiders andoutsiders. The rhetoric of scientists about their science istherefore necessarily inconsistent. Sciences are both socialinstitutions within a society and social organizations that attemptto build universal knowledge. It is a complicated task forpsychology to be both knowledge-constructing and self-reflexive atthe same time. Nevertheless, it is the latter kind of reflexivitythat guides the actual construction of knowledge." -- JaanValsiner

"[This book] is a fascinating and important work that challengesmuch of contemporary developmental psychology. The Second Editionhas changed in a number of respects, and much new material has beenadded, but at root, Valsiner grapples with the question 'how shallwe understand development?' He continues to struggle also with whathe describes rather vividly as the 'epistemological windmills ofpsychology.' His challenge is summed up succinctly in two linesfrom a poem by T. S. Eliot:
* Where is the wisdom we have lost in knowledge?
* Where is the knowledge we have lost in information?" -- -- fromthe Foreword by Kevin Connolly

About this title

About the Author

JAAN VALSINER, PhD, is Professor of Psychology at the University of North Carolina, Chapel Hill.

From the Back Cover

In this deeply probing, intellectually challenging work, Dr. Jaan Valsiner lays the groundwork for a dynamic new cultural-historical approach to developmental psychology. He begins by deconstructing traditional developmental theory, exposing the conceptual confusion and epistemological blind spots that he believes continue to undermine the scientific validity of its methodologies. He describes the ways in which embedded cultural biases shape interventional goals and influence both the direction research takes and the ways in which research data are interpreted. And he suggests ways in which researchers and clinicians can become more aware of and transcend those biases.

Dr. Valsiner then develops a hierarchical, systemic model that portrays development as an open-ended, dialectical process. Central to Valsiner's approach is the premise that, since each child is unique―as are his or her life conditions―deviations in function or the rate of development from a prescribed norm are just as likely to be constructive adaptations to changing environmental pressures as symptoms of psychological disorder. Drawing upon sources as varied as linguistic philosophy, structural anthropology, thermodynamics, and systems theory, as well as the work of many of the leading figures in twentieth-century developmental theory, Valsiner argues convincingly for an approach to developmental psychology mature enough to recognize the difference between healthy variability and dysfunction.

In later chapters the focus shifts from development in the abstract to the everyday challenges encountered by the developing child. Case histories illustrate the subtle interplay of cultural, physiological, and psychological factors in shaping childhood behavior.

Called an "intellectual tour de force" by the Bulletin of the Menninger Clinic, Culture and the Development of Children's Action is important reading for developmental psychologists, child psychologists, and all child clinicians.

"Of course, no science progresses in a linear fashion. It moves interdependently with the society in which it is embedded, making use of the narrative forms in describing itself to its insiders and outsiders. The rhetoric of scientists about their science is therefore necessarily inconsistent. Sciences are both social institutions within a society and social organizations that attempt to build universal knowledge. It is a complicated task for psychology to be both knowledge-constructing and self-reflexive at the same time. Nevertheless, it is the latter kind of reflexivity that guides the actual construction of knowledge." ― Jaan Valsiner

"[This book] is a fascinating and important work that challenges much of contemporary developmental psychology. The Second Edition has changed in a number of respects, and much new material has been added, but at root, Valsiner grapples with the question 'how shall we understand development?' He continues to struggle also with what he describes rather vividly as the 'epistemological windmills of psychology.' His challenge is summed up succinctly in two lines from a poem by T. S. Eliot:

• Where is the wisdom we have lost in knowledge?
• Where is the knowledge we have lost in information?" ― ― from the Foreword by Kevin Connolly

Dr. Valsiner then develops a hierarchical, systemic model that portrays development as an open-ended, dialectical process. Central to Valsiner's approach is the premise that, since each child is unique—as are his or her life conditions—deviations in function or the rate of development from a prescribed norm are just as likely to be constructive adaptations to changing environmental pressures as symptoms of psychological disorder. Drawing upon sources as varied as linguistic philosophy, structural anthropology, thermodynamics, and systems theory, as well as the work of many of the leading figures in twentieth-century developmental theory, Valsiner argues convincingly for an approach to developmental psychology mature enough to recognize the difference between healthy variability and dysfunction.

In later chapters the focus shifts from development in the abstract to the everyday challenges encountered by the developing child. Case histories illustrate the subtle interplay of cultural, physiological, and psychological factors in shaping childhood behavior.

Called an "intellectual tour de force" by the Bulletin of the Menninger Clinic, Culture and the Development of Children's Action is important reading for developmental psychologists, child psychologists, and all child clinicians.

"Of course, no science progresses in a linear fashion. It moves interdependently with the society in which it is embedded, making use of the narrative forms in describing itself to its insiders and outsiders. The rhetoric of scientists about their science is therefore necessarily inconsistent. Sciences are both social institutions within a society and social organizations that attempt to build universal knowledge. It is a complicated task for psychology to be both knowledge-constructing and self-reflexive at the same time. Nevertheless, it is the latter kind of reflexivity that guides the actual construction of knowledge." — Jaan Valsiner

"[This book] is a fascinating and important work that challenges much of contemporary developmental psychology. The Second Edition has changed in a number of respects, and much new material has been added, but at root, Valsiner grapples with the question 'how shall we understand development?' He continues to struggle also with what he describes rather vividly as the 'epistemological windmills of psychology.' His challenge is summed up succinctly in two lines from a poem by T. S. Eliot:

• Where is the wisdom we have lost in knowledge?
• Where is the knowledge we have lost in information?" — — from the Foreword by Kevin Connolly

Edition details

• Publisher: Wiley
• Publication date: 1997
• ISBN 10: 0471135909
• ISBN 13: 9780471135906
• Binding: Hardcover
• Language: English
• Edition number: 2
• Number of pages: 387