This book is a concise and accessible introduction to development thinking, contemporary development theory and practice and - a critical analysis of the values that lie behind them. Hettne argues that schools of development thinking should be historically contextualized, not presented as evolving towards a universal theory. The book will present development as an 'essentially contested concept', that has meant a number of things at various times to different people in different places. Focusing on historical discourses from the initial colonial encounters through to the modern day, Hettne draws the connections between the enlightenment belief in 'progress' through to the more recent focus on the Millennium Development Goals. The first volume in the 'Development Matters' series this book provides the key frame for the series as a whole, enabling readers to locate texts on themes such as environmental justice, technology and development learning within a broader historical, conceptual and political context than the immediate policy and output needs of neoliberalism.
Child Development: Thinking About Theories is one of the few texts to critically examine both modern and postmodern cotnributions to theoretical development in child and adolescent psychology. The text has been written specifically taking into account the findings from a focus group of Honours psychology students to include pedagogical features such as an overview of theories linking the various schools of thought, ideas for further study and links to selected websites; as well as the latest developments in theoretical thinking including evolutionary theory, feminism and indigenous theory, and.
This book intends to be helpful to people-students and oth ers-who are beginning to think about how to change the world via that activity we call development planning. The issues of What is Progress? and How do we get it? are world-wide, although they appear in different form in societies like our own from the way they do in the Third World countries with their explicit development planning. These are two very big questions and have no easy or final answers. However, we can think about them in more rather than less effective ways. Thinking about them can be both a way of beginning to take action on issues of growth and change, and a way of understanding our own situation. vii viii I PREFACE This book argues that thinking about development plan ning has gotten into trouble by dividing economy from so ciety, and misconstruing moral-social-political issues as tech nical ones. Development planning has centered on economic planning, treating social issues as obstacles to growth, or as problems arising out of economic change. The book takes up a number of specific topics which enter into development planning-topics such as the organization of work, educa tional planning, family policy-to show how in reality the social and the economic, the moral and the technical, are one, and how thinking about policy in each area should therefore take an integrated perspective.
This is one of the few books to critical examine both modern and postmodern contributions to theoretical development in child and adolescent psychology. It has been specially written to take into account the findings from a focus group of honors psychology students in order to include pedagogical features such as an overview of theories linking the various schools of thought, ideas for further study, and links to selected web sites; as well as the latest developments in theoretical thinking.
Thinking and reasoning are key activities for human beings. In this book a distinguished set of contributors provides a wide readership with up-to-date scientific advances in the developmental psychology of thinking and reasoning, both at the theoretical and empirical levels. The first part of the book illustrates how modern approaches to the study of thinking and reasoning have gone beyond the Piagetian legacy: through the investigation of avenues previously not explored, and by demonstrating that young children have higher capacities than was assumed within the Piagetian tradition. The second part focuses upon theoretical and empirical investigations of the interplay between logic and intuition in reasoning and decision making, and how these forms of thinking evolve with age, through the general framework of what is known as dual-process theories. Contrary to Piaget’s claim, it becomes apparent that elaborate adult reasoning could rely on some form of intuition. The Development of Thinking and Reasoning provides psychologists, educators and everyone interested in child development with an integrated and up-to-date series of chapters, written by prominent specialists in the areas of thinking, reasoning, and decision making.
How children’s thinking develops and how it can be developed in education are among the most important questions in psychology. Studies of cognition in adults need to be supplemented by the developmental perspective, which often transforms them. Educational objectives will be most efficiently achieved only if we understand children’s thought. Like all important problems, the nature of developing thinking is far from simple. A wide variety of different approaches have been taken to it, and in the few years before publication had come together to produce new understanding and new ideas. Originally published in 1983, each chapter in this book addresses itself to major issues in the area and the advances that were being made at the time.
New Directions for Adult and Continuing Education, Number 84
Author: M. Carolyn Clark
Publisher: John Wiley & Sons
Our approach to adult learners and the learning process is shaped by our knowledge of how adults change and develop across the life span. This issue of New Directions for Adult and Continuing Education reviews the latest work in adult developmental theory in the biological, psychological, sociocultural, and integrated domains, and explores the implications of this work for adult education. Chapters examine how gAnder, race, and sexual orientation affect our sense of self; explore spiritual development and theories of aging; and offer a way of understanding development in terms of how people use narrative to organize and make meaning of their experiences. This is the 84th issue of the quarterly journal New Directions for Adult and Continuing Development.
This landmark book offers a comprehensive analysis of how development approaches have evolved since World War II, examining and also evaluating the succession of theories, doctrines, and practices that have been formulated and applied in the Third World and beyond. Covering all developing regions, the book offers an integrated approach for considering the entwined aspects of development: governance, economics, foreign assistance, civil society, and the military. With reference to carefully chosen case studies, the authors offer distinctive explanations for why development approaches fall short and systematically relate the evolution of development thinking to current challenges, identifying the strengths and weaknesses of key institutions and the clashes of institutional interests that have distorted otherwise sound doctrines and negatively affected development practice. In identifying the dynamics that account for shortcomings in past development attempts, and recommending a better integration of doctrines across the entire range of inter-connected development fronts, the book points to how development practice may be improved to better advance human dignity.