000			03502cam a2200253 a 4500
999			_c34566 _d34566
001			1088953
020			_a9780140170337
040			_aUOWD
082	0	0	_a153 DO HU
100	1		_aDonaldson, Margaret _922044
245	1	0	_aHuman minds : _ban exploration / _cMargaret Donaldson
260			_aLondon : _bPenguin, _c1993.
300			_ai, 314 p. : _bill. ; _c20 cm.
504			_aOriginally published: London: Allen Lane, 1992. Includes index and bibliographical references. Includes bibliographical references (p. [271]-308) and index.
505			_aModes of mind: An introduction -- Some human ways of dealing with hard fact -- The point mode and its origins in infancy -- The onset of the line mode: Remembered past and possible future -- "Pretend play" and conceptual choice -- Two varieties of the construct mode -- Language in relation to the modes -- The intellectual transcendent mode -- The intellectual and value-sensing modes: A look at history -- The modes and the advent of science -- The advanced modes after enlightenment -- Dealing with emotions: Some western ways -- Dealing with emotions: Some Buddhist ways -- Value-sensing experiences: Some contemporary evidence -- Other and better desires: Prospects for a dual enlightenment -- Appendix: The Modes.
520			_a This book is about how our minds develop and how they might develop. What possibilities are open to us? What choices do we have to make, individually and collectively, and how might we be helped or constrained? In discussing these subjects Margaret Donaldson builds on the ideas expressed in her classic work, Children's Minds. Donaldson proposes an analysis of modes of mental functioning, which, by drawing new distinctions and revealing new connections, illuminates much that has been obscure. It emerges that three kinds of development occur: the addition of new modes to the established repertoire; the achieving of new competence within an established mode; and the development of the ability to control the repertoire or to shift from mode to mode at will. The last of these has received the least explicit attention in western cultures. This leads to some speculations of profound importance, bringing into focus certain questions about the relations between thought and emotion. Are our emotions bound to remain relatively primitive by comparison with our sophisticated forms of thought, as is often assumed? Or do we have open to us advanced forms of emotional development that are commonly unrealized? Donaldson concludes that this possibility does exist. In the course of her discussion, she turns to a consideration of history and especially of the changes that came about with the advance of science and the Enlightenment. The demands of the argument lead to questions about the characteristics of the world's greatest religions, particularly Buddhism, which emerges as relevant in what it has to say about certain kinds of personal growth. The scope of this book and the clarity of its style mean that it will be very widely read. Its importance for psychologists and educators will be evident. But the way it bears on the conduct of life could make a difference to us all.
526			_aEDGX901
650		0	_aIntellect _93333
650		0	_aThought and thinking _919951
650		0	_aKnowledge, Theory of _921043
650		0	_aAdults Mental processes Development _921044
856			_uhttps://uowd.box.com/s/y2udsmwngmosx8gksvcgfdwtd3o8rxla _zLocation Map
942			_cREGULAR