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The construction of mind.

University of Florida.

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The construction of mind.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The construction of mind./
作者:	Tomlinson, Stephen Charles.
面頁冊數:	390 p.
附註:	Chairman: Robert Sherman.
Contained By:	Dissertation Abstracts International52-10A.
標題:	Education, Philosophy of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9209084

The construction of mind.
Tomlinson, Stephen Charles.

The construction of mind. - 390 p.

Chairman: Robert Sherman.

Thesis (Ph.D.)--University of Florida, 1991.

Although cognitivism is usually traced to convergent inquiries within logic, information theory, cybernetics, and neurology, its intellectual origins are also found in the work of three structuralist thinkers: Levi-Strauss, Piaget, and Chomsky. In opposition to empiricist and phenomenological theories, each maintained the existence of underlying cognitive structures, laws of thought based on the syntactic manipulation of mental representations that provided a foundation for the computational model of mind. Their efforts to chart the mechanisms of the intellect were accompanied by a complementary axiology that replaced the behaviorist image of a passive, malleable subject with that of an active and autonomous agent.Subjects--Topical Terms:

783746
Education, Philosophy of.

The construction of mind.
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245 1 4 $a The construction of mind.
300 $a 390 p.
500 $a Chairman: Robert Sherman.
500 $a Source: Dissertation Abstracts International, Volume: 52-10, Section: A, page: 3555.
502 $a Thesis (Ph.D.)--University of Florida, 1991.
520 $a Although cognitivism is usually traced to convergent inquiries within logic, information theory, cybernetics, and neurology, its intellectual origins are also found in the work of three structuralist thinkers: Levi-Strauss, Piaget, and Chomsky. In opposition to empiricist and phenomenological theories, each maintained the existence of underlying cognitive structures, laws of thought based on the syntactic manipulation of mental representations that provided a foundation for the computational model of mind. Their efforts to chart the mechanisms of the intellect were accompanied by a complementary axiology that replaced the behaviorist image of a passive, malleable subject with that of an active and autonomous agent.
520 $a This dissertation identifies two theories of human nature within the cognitive sciences. Levi-Strauss and Chomsky endorse the thesis of the structured mind, arguing that the brain is biologically endowed with specialized functions that mature--like physical organs--in the course of "intellectual growth." In contrast, Piaget adopts the model of the constructive mind, explaining cognitive development through general learning mechanisms. The nativist thus presents a scientific version of Kant's critical philosophy, whereas the constructivist, like Hegel, attempts to explain the rational development of reason.
520 $a This dissertation criticizes the thesis of the structured mind by demonstrating that its theories are excessively individualistic, biologically unfounded, theoretically underdetermined, and otherwise incapable of explaining the intentional character of experience. Further, although Piaget recognizes the purposive historical dimension in the development of mind, his account remains fundamentally asocial and prone to logicism. However, if Piaget's epistemic subject is interpreted not as a solitary Cartesian scientist producing knowledge through abstract laws of organization, but as a social construct--along the lines suggested by Hegel's philosophy of spirit--then the development of mind becomes an initiation into publically evolving forms of knowledge.
520 $a Because a central aim of schooling is the development of mind, this debate clearly raises a number of important educational concerns. This study explores some of these issues by examining the pedagogies these theories support, and concludes by advocating a constructivist philosophy of education based upon the work of Richard Peters.
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791 $a Ph.D.
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