- Gebundene Ausgabe: 272 Seiten
- Verlag: The Belknap Press (18. Mai 2012)
- Sprache: Englisch
- ISBN-10: 0674065727
- ISBN-13: 978-0674065727
- Größe und/oder Gewicht: 21,5 x 14,9 x 2,4 cm
- Durchschnittliche Kundenbewertung: Schreiben Sie die erste Bewertung
- Amazon Bestseller-Rang: Nr. 367.359 in Fremdsprachige Bücher (Siehe Top 100 in Fremdsprachige Bücher)
Trusting What You're Told: How Children Learn from Others (Englisch) Gebundene Ausgabe – 18. Mai 2012
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Mehr über den Autor
In Trusting What You're Told, Harris argues that the longstanding idea that kids should be self-learners who gain knowledge mainly from their own explorations and observations is flawed. In the book's introduction, Harris notes that we adults could barely get through the day without information from other people. It's the same with kids, he says...Harris' book explores lots of interesting ideas, including the impact of a mother's level of education on a child's inquisitiveness and why kids trust what they learn from their parents. -- Julie Rasicot Education Week blog 20120525
Über den Autor und weitere Mitwirkende
Paul L. Harris is Victor S. Thomas Professor of Education at Harvard University.
In diesem Buch(Mehr dazu)
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I found the book's arguments to be intuitively appealing throughout. Harris painstakingly provides evidence from his own studies as well as others' work to support his thesis. He is very careful to consider various hypotheses about the observed behavior of children throughout the book, to be sure he's interpreting the phenomena correctly. As those of us who've spend significant time with children know, interpreting their behavior can sometimes be a challenge, and Harris works hard to address a variety of plausible hypotheses in every chapter. Also, the book is written to chart children's development linearly, which allows him to show how cognitive development throughout childhood builds on testimony at various phases of a child's life.
The most fascinating chapters, to me, were those that explained the development of specific cognitive processes that children used to develop their own reasoning skills. For example, in chapter 5, he describes how children's trust in caretakers during preschool years means that children will rely on those they are familiar with, and therefore trust, more; at age 4, there is a shift, where children become more willing to trust someone based on their reliability in truth-telling, rather than familiarity. In chapter 7, Harris discusses the unique case where children (ages 6-10) have actively decided to become vegetarians for moral reasons, independent of their family's beliefs. He demonstrates that understanding harm via testimony is actually fairly common for children of this age, but that this form of moral judgment is unique, though exactly why, he's unsure (he considers three hypotheses for why independent vegetarians think of animals differently than other children).
I'd definitely recommend this book to anyone interested in children and cognitive development, testimony and how it shapes the development of our rational judgments, and anyone who wants to read a careful and well-constructed social science book.
This was a fascinating book that I need to re-read more carefully after gulping in down in 24 hours. The implications are deep.
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