000			02114nam a2200313 a 4500
003			CUTN
005			20180803123846.0
008			090806r20101978enk 001 0 eng d
020			_a9780415564908 (hbk.) :
020			_a0415564905 (hbk.) :
020			_a9780415559461 (set) :
020			_a0415559464 (set) :
041			_aEnglish
082	0	4	_a401.9 _222 _bHAM
100	1		_aHamlyn, D. W.,
245	1	0	_aExperience and the growth of understanding / _cD.W. Hamlyn.
260			_aLondon : _bRoutledge, _c2010.
300			_a159 p. ; _c22 cm.
500			_aThis volume examines some of the arguments that have been put forward over the years to explain the way in which understanding is acquired. The author looks firstly at the empricist thesis of genesis without structure, and secondly at the opposing theory, represented by Chomsky of structure without genesis. His greatest sympathy is with the theory of Piaget, who represents structure with genesis. He considers that Piaget's account is flawed, however, by its biological model and by its failure to deal adequately with the problem of objectivity. The second part of the book contains chapters on language, the differences between early and later learning, and on teaching. The book provides a general understanding of the principles that make it possible, and the differences between the ways in which they work at different stages.
505			_a1. Introduction 2. Genesis without Structure 3. Structure without Genesis. 4. Genesis with Structure 5. Experience and Understanding: 1 Perception 6. Experience and Understanding: 2 Concepts and their Conditions 7. The Beginnings of Understanding 8. Language 9. Later Learning 10. Teaching and Learning 11. Conclusion
650		0	_aLearning, Psychology of.
942			_2ddc _cBOOKS
100	1		_d1924-
490	1		_aInternational library of the philosophy of education ; _v11
504			_aIncludes bibliographical references and index.
830		0	_aInternational library of the philosophy of education ; _v11.
999			_c25564 _d25564