By Maurice Merleau-Ponty
Maurice Merleau-Ponty is without doubt one of the few significant phenomenologists to have interaction generally with empirical study within the sciences, and the one one to check baby psychology with rigor and in such intensity. His writings have lately develop into more and more influential, because the findings of psychology and cognitive technology tell and are trained via phenomenological inquiry.
Merleau-Ponty’s Sorbonne lectures of 1949 to 1952 are a wide research into baby psychology, psychoanalysis, pedagogy, phenomenology, sociology, and anthropology. They argue that the topic of kid psychology is important for any philosophical try and comprehend person and intersubjective life. Talia Welsh’s new translation offers Merleau-Ponty’s whole lectures at the seminal engagement of phenomenology and psychology.
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Extra info for Child psychology and pedagogy: the Sorbonne lectures 1949-1952
This is the function by which the child and the parents exchange roles for the first time. The child changes perspective. In so doing, the child learns to distinguish 26 CHILD PSYCHOLOGY AND PEDAGOGY other from self. 37 The principal idea is that accommodation allows for real imitation. When we partially imitate the other's behavior, we are obliged, by a kind of induction, to take the total corresponding attitude to that behavior. ) When one adopts an aspect of the other's behavior, the totality of consciousness takes on the "style" of the imitated person.
At the same time that it studies phonemes, phonology studies all the distinctive signs of a language: prosodic relations, accentuations, languages that count syllables and those that do not. Language has a triple function: (1) representative function, (2) expressive function, and (3) a function of appealing to others. Phonology studies the values the sounds have under these three relationships. The phoneme is not a physical reality, nor is it a psychological one, but it is a value, an abstract and Active value, comparable to money.
Instead of saying that the identification of the other's body and of my own produces imitation with their twofold kinesthetic and visual aspects, Guillaume says that the child first imitates the result of the action with his own means and thus finds himself producing the same movements as the model. The third term between myself and others will be the external world: the objects that are indicated by the actions of others as my own. A profound and fertile idea: we are not first conscious of our own bodies, we are first conscious of things.
Child psychology and pedagogy: the Sorbonne lectures 1949-1952 by Maurice Merleau-Ponty