Common sense involves not only the basic beliefs of a particular society but also the fundamental presuppositions of all human knowledge. Because it is both, it continues to bear the marks of ambiguity which characterized its use in the Enlightenment. But it is important to notice that any attempt at the specialization or extension of knowledge makes some assumptions about common sense plays either the role of the conservative voice which must be criticized and replaced by a more disciplined form of inquiry or it is the liberating view which may be used in the criticism, reform, and the eventual restructuring of some dominating and specialized world view. All this is particularly pertinent to the contributors to this volume who are internationally known representatives of the major branches of the social sciences for all of whom common sense is intimately related to their more formal social science inquiries. Volume VI in the Sources in Semiotics Series.
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David R. Olson is University Professor Emeritus of the Ontario Institute for Studies in Education/University of Toronto. He has written extensively on language, literacy, and cognition, including the widely anthologized article 'From Utterance to Text: The Bias of Language in Speech and Writing' (1977). His book The World on Paper (Cambridge University Press, 1994) has been translated into several languages. He is co-editor with Nancy Torrance of The Handbook of Education and Human Development (1996), co-editor with Michael Cole of Technology, Literacy and the Evolution of Society: Implications of the Work of Jack Goody (2006), co-editor with Janet Astington and Paul Harris of Developing Theories of Mind (Cambridge University Press, 1988), co-editor with Nancy Torrance of Literacy and Orality (Cambridge University Press, 1991), and co-editor with Nancy Torrance and Angela Hildyard of Literacy, Language and Learning (Cambridge University Press, 1985). His most recent authored book is Psychological Theory and Educational Reform: How School Remakes Mind and Society (Cambridge University Press, 2003).
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