The Childs Conception Of Time Translated By Aj Pomerans

This book was first published in 1969.

Focusing on his evocative and profound references to children and their stories, Children's Stories and 'Child-Time' in the Works of Joseph Cornell and the Transatlantic Avant-Garde studies the relationship between the artist's work on childhood and his search for a transfigured concept of time. This study also situates Cornell and his art in the broader context of the transatlantic avant-garde of the 1930s and 40s. Analisa Leppanen-Guerra explores the children's stories that Cornell perceived as fundamental in order to unpack the dense network of associations in his under-studied multimedia works. Moving away from the usual focus on his box constructions, the author directs her attention to Cornell's film and theater scenarios, 'explorations', 'dossiers', and book-objects. One highlight of this study is a work that may well be the first artist's book of its kind, and has only been exhibited twice: Untitled (Journal d'Agriculture Pratique), presented as Cornell's enigmatic tribute to Lewis Carroll's Alice books.

Thinking, Childhood, and Time: Contemporary Perspectives on the Politics of Education is an interdisciplinary exploration of the notion of childhood and its place in a philosophical education. Contributors consider children’s experiences of time, space, embodiment, and thinking. By acknowledging Hannah Arendt’s notion that every child brings a new beginning into the world, they address the question of how educators can be more responsive to the Otherness that childhood offers, while assuming that most educational models follow either a chronological model of child development or view children as human beings that are lacking. The contributors explore childhood as a philosophical concept in children, adults, and even beyond human beings—Childhood as a (forgotten) dimension of the world. Contributors also argue that a pedagogy that does not aim for an “exodus of childhood,” but rather responds to the arrival of a new human being responsibly (dialogically), fosters a deeper appreciation of the newness that children bring in order to sensitize us for our own Childhood as adults as well and allow us to welcome other forms of childhood in the world. As a whole, this book argues that the experience of natality, such as the beginning of life, is not chronologically determined, but rather can occur more than once in a human life and beyond. Scholars of philosophy, education, psychology, and childhood studies will find this book particularly useful.

Did Lucy know God? Could Neanderthals talk? Was Ardi self-conscious? These are the strange new breed of questions emerging as we discover more and more about our prehistoric origins--questions about knowing. While fossil digs and carbon dating tell a remarkable story about the bones and times of our ancient ancestors, we cannot help wondering what they knew, and when. Exploring such questions Original Knowing takes contemporary science as seriously as religious tradition and searches for the story behind this odd creature who senses more to the universe than meets the eye. In limestone bluffs and butterfly migrations, from Stone Age tool-making to Sumerian beer-making, clues are sought to better understand this strange mind that ponders the origins of its own existence. When do babies point, and why does it matter? What does throwing a Frisbee reveal about our distant ancestors? Is language the key to our minds as many believe? Or perhaps the heart of knowing rests in something more basic, in a smile, and the powerful social abilities at work allowing us to sense a depth to life--to our own lives--a depth that our minds help us glimpse if only through a glass darkly.

First published in 1975 and still without equal, The Human Experience of Time provides a thorough review of the concept of time in the Western philosophic tradition. Encompassing a wide range of writings, from the Book of Genesis and the classical thinkers to the work of such twentieth-century philosophers as Collingwood and McKeon, all with introductory essays by the editor, this classic anthology offers a synoptic view of the changing philosophic notions of time.

For Charles Fernyhough, the birth of his daughter Athena was an opportunity to re-evaluate much of what he had learned as a researcher in developmental psychology. Drawing on the detailed notes he made during her infancy, Fernyhough uses Athena's story to explain how a child's mind develops before the age of three, tapping into a parent's wonder at the processes of psychological development in an engaging, child-centred way. It is written with a father's tenderness and a novelist's empathy and style.

This book constitutes the documentation of the scientific outcome of the first meeting of the TIMELY network, the International Workshop on Multidisciplinary Aspects of Time and Time Perception, which took place in Athens, Greece, in October 2010. The 21 papers presented were carefully reviewed and selected for inclusion in the book. They cover the following topics: conceptual analysis and measurement of time; exploring factors associated with time perception variability; extending time research to ecologically-valid stimuli and real-world applications; and uncovering the neural correlates of time perception.

How can one explain the general failure of the social sciences to accumulate reliable knowledge? According to Pat Duffy Hutcheon the social sciences have failed us in the twentieth century. Practitioners in the social realm (such as politicians, therapists, educators and economists) are unable to provide the answers we seek to meet the challenges of our everyday lives and the next millennium. In Leaving the Cave Hutcheon explores the reasons for this failure. In this pioneering study of the development of social and biological evolutionary theory she contends that, for the first time in history, there exists a paradigm capable of integrating the life sciences and the social/behavioural sciences, a model to make effective social science a reality. To illustrate her arguments Hutcheon traces the development of a current of thought she identifies as evolutionary naturalism. She focusses on the lives and writings of those thinkers who have most illuminated this philosophy, from the Hellenic Greeks, through the works of the early pioneers of modern social scientific thought, to the social theorists of the late nineteenth and twentieth centuries whose ideas have been firmly rooted in the Darwinian and Pavlovian revolutions in biology and neuroscience. Leaving the Cave is an innovative, multidisciplinary study of the development of social science, the philosophy of evolutionary naturalism and the effect of each on the other. Certain to arouse controversy, this is a book which everyone concerned for the future of the social sciences will want to read.