Perspectives On Imitation Imitation Human Development And Culture

A state-of-the-art view of imitation from leading researchers in neuroscience and brain imaging, animal and developmental psychology, primatology, ethology, philosophy, anthropology, media studies, economics, sociology, education, and law.

A state-of-the-art view of imitation from leading researchers in neuroscience and brain imaging, animal and developmental psychology, primatology, ethology, philosophy, anthropology, media studies, economics, sociology, education, and law. Leading researchers across a range of disciplines provide a state-of-the-art view of imitation, integrating the latest findings and theories with reviews of seminal work, and revealing why imitation is a topic of such intense current scientific interest.

George Herbert Mead is widely considered one of the most influential American philosophers of the twentieth century, and this edited collection shows that his work remains vibrant and relevant to many areas of scholarly inquiry today. The sixteen contributions provide detailed analyses of Mead s importance to innovative fields of scholarship, including cognitive science, environmental studies, democratic epistemology, narratological and social ethics, non-teleological historiography, and the history of the natural and social sciences. The volume makes a coherent statement that places Mead in dialogue with current research, pushing these domains of scholarship forward while also revitalizing the growing literature on an author who has an ongoing major influence on sociology, psychology, and philosophy."

This volume brings together for the first time state-of-the-art contributions from neuroscientists and philosophers of mind as well as economists and social theorists, all critically engaging in many aspects of Hayek's philosophical psychology.

Sedition refers to the uttering or writing of words intended to bring the sovereign state into hatred or contempt, to urge disaffection against the Constitution or democratically elected government, or the attempt to procure change in government by unlawful means. Modern sedition laws, such as those enacted in Australia, the United Kingdom, the United States and The Council of Europe target types of speech advocating violence against the state, in the form of religious sermons preaching violent jihad or glorifying acts of terrorism, although they have the potential to cover much more than this. For this reason, the modernisation of sedition laws renewed debate about the status of free speech and religious expression in a time of so-called terror. This book will look at the issue of sedition by providing an explanatorily account of the relation between speech and action using speech act theory as developed by J.L. Austin and applying this to the task of developing a defence of freedom of speech as a qualified right. This book contributes to the debate over the contested status of freedom of speech that sedition laws give rise to by filling in the explanatory gaps in our current understanding of the value of free speech as a qualified right. It provides arguments that go beyond the traditional parameters of the debate by exploring, in significant detail, the ways in which speech is also conduct, the ways in which it can harm the social interest, and why, for these reasons, sedition might be defensible, but also suggest ways in which their scope could be limited to ensure that such laws are not open to abuse.

Explicating clearly and concisely the full implication of a praxis-oriented language pedagogy, this book argues for an approach to language teaching grounded in a significant scientific theory of human learning—a stance that rejects the consumer approach to theory and the dichotomy between theory and practice that dominates SLA and language teaching. This approach is based on Vygotsky’s sociocultural theory, according to which the two activities are inherently connected so that each is necessarily rooted in the other; practice is the research laboratory where the theory is tested. From the perspective of language education, this is what is meant by the ‘pedagogical imperative.’ Sociocultural Theory and the Pedagogical Imperative in L2 Education • Elaborates a new approach to dealing with the relationship between theory and practice—an approach grounded in praxis—the dialectical unity of theory and practice • Presents an analysis of empirical research illustrating praxis-based principles in real language classrooms • Brings together cognitive linguistics and sociocultural theory ─ the former provides the theoretical knowledge of language required of praxis and the latter furnishes the theoretical principles of learning and development also called for in a praxis approach • Offers recommendations for redesigning teacher education programs Its timely focus on the theory-practice gap in language education and its original approach to bridging it put this book at the cutting edge of thinking about Vygotskian sociocultural theory in applied linguistics and SLA.

Updated and expanded to 124 entries, The Cambridge Encyclopedia of Child Development remains the authoritative reference in the field.