Making sense : what it means to understand

著者

書誌事項

Making sense : what it means to understand

David R. Olson

Cambridge University Press, 2022

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注記

Includes bibliographical references (p. 181-192) and index

Summary: "When our daughter Joan was little more than a year old, on a whim I said to her, "Joanie, go get your shoes." To that point, she had never said a word or given any indication of understanding language, so my request was clearly unrealistic. Yet she looked at me briefly, wheeled around, and disappeared down the hallway. Moments later, she returned, shoes in hand and a smile on her face that expressed a pride matched only by that felt by her astonished father. She understood!"-- Provided by publisher

内容説明・目次

内容説明

Understanding, as Descartes, Locke and Kant all insisted, is the primary 'faculty' of the mind; yet our modern sciences have been slow to advance a clear and testable account of what it means to understand, of children's acquisition of this concept and, in particular, how children come to ascribe understanding to themselves and others. By drawing together developmental and philosophical theories, this book provides a systematic account of children's concept of understanding and places understanding at the heart of children's 'theory of mind'. Children's subjective awareness of their own minds, of what they think, depends on learning a language for ascribing mental states to themselves and others. This book will appeal to researchers in developmental psychology, cognitive science, education and philosophy who are interested in the cognitive and emotional development of children and in the more basic question of what it means to have a mind.

目次

  • Preface
  • 1. Introduction
  • 2. Understanding as feeling and understanding as concept
  • 3. The linguistic basis of mind- linguistic concepts
  • 4. Subjective mental states: the feeling of understanding
  • 5. Objective mental states: the truth of understanding
  • 6. Intersubjectivity of mental states
  • 7. Identity conditions for feelings and concepts
  • 8. What 'understanding' means: ascribing understanding
  • 9. The referential scope of understanding
  • 10. Understanding in the theory of mind
  • 11. Understanding and making sense
  • 12. Understanding as a learnable skill
  • 13. Understanding in everyday life
  • 14. Ascriptivism and cognitive development
  • References.

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