Child psychology and pedagogy: the Sorbonne lectures by Maurice Merleau-Ponty

By Maurice Merleau-Ponty

Maurice Merleau-Ponty is among the few significant phenomenologists to interact broadly with empirical learn within the sciences, and the one one to ascertain baby psychology with rigor and in such intensity. His writings have lately turn into more and more influential, because the findings of psychology and cognitive technological know-how tell and are proficient by way of phenomenological inquiry.

 

Merleau-Ponty’s Sorbonne lectures of 1949 to 1952 are a large 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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Thus, since I cannot succeed in positing myself in the other's perspective, I cannot pretend to posit the existence of the other. Having shown the impossibility of surmounting this contradiction and the impossibility of a synthesis, Husserl adds that this synthesis is not possible and that the problem is poorly posed. The difference between my point of view and others' point of view only exists after we have experienced other people: it is a consequence. We must not, Husserl says, pose this distinction from the beginning and then oppose all thought of an experience of others.

We could sum up the notion of style as what is the newest in phonological analysis. The phonemic system is a style of language. The style is not defined by words, nor by ideas; it does not possess direct signification, but an oblique signification. It permits the characterization of the phonemic system of language, just as a writer is characterized. ] The Phenomenon of Imitation After the acquisition of the phonemic system and the first words, the child develops his language through imitation. We will study the problem of imitation in general before applying it to language acquisition.

It is again through the phonemic system's rules that Jakobson explains what happens when someone is looking for a word: the scheme that remains in memory is incapable of realizing itself in a word because the phonemic system is, at least in this regard, differentiated. These two extensions of Jakobson's theory clarify for us the nature of the phonemic system. 1. Originality of the phonological analysis. The originality of the phonological analysis (Trubetzkoy, Jakobson) comes from what they place on a previous plane to language, something kind of above language.

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