The Growth Of Minds And Cultures

The impact of science and technology on culture raises a number of questions about the ways in which people relate to each other and to their environment. Such questions cannot be answered by traditional approaches. Thus another level of analysis is needed to complement the traditional approaches and to address future challenges. The first step in creating this new analysis was taken by Willem H. Vanderburg in 1985 with his pioneering work The Growth of Minds and Cultures. In this book, the first of a multi-volume series that includes Our Battle for the Human Spirit (2016), Vanderburg shows how the culture of a society underlies its science, technology, economy, social structure, political institutions, morality, religion, and art. As such, he seeks to build bridges not only between the ‘two cultures’ but between all the sciences in order to gain a deeper understanding of our age. This expanded second edition makes the author’s ground-breaking analysis available to a generation of digital natives.

This book presents a new look at the relationship between people and society, produces a semiotic theory of cultural psychology and provides a dynamic treatment of culture in human lives.

Despite the recognized importance of cultural diversity in understanding the modern world, the emerging science of cognitive psychology has relied far more on experimental psychology, neurobiology, and computer science than on cultural anthropology for its models of how we think. In this exciting new book, anthropologist Bradd Shore has created the first study linking multi-culturalism to cognitive psychology, exploring the complex relationship between culture in public institutions and in mental representations. In so doing, he answers in a completely new way the age old question of whether humans are basically the same psychologically, independent of cultures, or basically diverse because of cultural differences. The first half of the book emphasizes cultural models, from Australian Aboriginal rituals and Samoan comedy skits, to more familiar terrain, including a study of baseball as a cultural model for Americans. Along the way, the author sheds new and novel light on many familiar institutions, from educational curricula and shopping malls to modular furniture and cyberpunk fiction. These observations are then linked to theoretical developments in linguistics, semiotics, and neuroscience, creating a bold new approach to understanding the role of culture in everyday meaning making. The author argues that culture must be considered an intrinsic component of the human mind to a degree that most psychologists and even many anthropologists have not recognized. This new position of cultural models will make absorbing reading for psychologists, anthropologists, linguists, and philosophers, and to anyone interested in the issues of cultural diversity, multiculturalism, or cognitive science in general.

Human beings are inherently cultural beings, growing up in an environment that is steeped in culture and developing our self-construal accordingly. A new psychology book series - Self in Culture in Mind (SICIM) - by Aalborg University Press gathers current research perspectives on this issue. The first volume, Development of Self in Culture, sets the stage by examining the unfolding of self from a broad range of developmental perspectives. Each chapter suggests a specific theoretical approach and provides original research that document culturally-mediated development at different stages of life and in different cultural settings, as observed by appropriate scientific methods. [Series: Self in Culture in Mind (SICIM) - Vol. 1]

Thomas McNamara, in Evolution, Culture, and Consciousness, presents the first comprehensive theory of human perception and consciousness based on the generally accepted principles of evolutionary psychology. This theory, building on the best evolutionary research, explains that just a few simple neurological changes in the primate brain account for human speech, self-consciousness and the creation of meaning out of experience. All primates can learn, but our species evolved a new instinct for learning, which makes childhood learning just as powerful as the other biological instincts found in all other primates. McNamara shows that children are genetically programmed to learn not just what to think, but how to think, shaping the preconscious process for creating meaning out of experience. However, because our environment has changed radically since our origin, this archaic form of consciousness has become a major block to human development and success. After explaining how we have all been programmed to preconsciously create meaning out of experience, McNamara shows how we can create a new and more successful way of thinking and feeling, resulting in a happier, more productive, stress free life.

This volume is unique in integrating different domains of psychology, at both theoretical and empirical levels of analysis, in order to understand the development of the human mind. Perspectives include comparative, cultural, and developmental psychology, in addition to neuropsychology. Contributors in this edited collection emphasize both the collective nature of human cognition and the impossibility of separating individuals from their sociocultural environments. They also explain how participation in culture leads to radical changes in an individual's psychological makeup. This volume may also be of interest to anthropologists, philosophy scholars, and semioticians. Major topics include: • Human Development from the Perspective of Comparative Psychology • Culture in the Developing or Regressing Brain • Cultural Perspective on the Human Development • The Role of Culture in Child Development

This ground breaking book is unique in bringing together two perspectives on learning - sociocultural theory and neuroscience. Drawing on both perspectives, it foregrounds important developments in our understanding of what learning is, where and how learning occurs and what we can do to understand learning as an everyday process. Leading experts from both disciplines demonstrate how sociocultural ideas (such as the relevance of experience, opportunity to learn, environment, personal histories, meaning, participation, memory, and feelings of belonging) align with and reflect upon new understandings emerging from neuroscience concerning plasticity and neural networks. Among the themes critically examined are the following: Mind and brain Culture Ability and talent Success and failure Memory Language Emotion Aimed at and accessible to a broad audience and drawing on both schools of thought, Networks of Mind employs case studies, vignettes and real life examples to demonstrate that, though the language of sociocultural theory and that of neuroscience appear very different, ultimately the concepts of both perspectives align and converge around some key ideas. The book shows where both perspectives overlap, collide and diverge in their assumptions and understanding of fundamental aspects of human flourishing. It shows how neuroscience confirms some of the key messages already well established by sociocultural theory, specifically the importance of opportunity to learn. It also argues that the ascendency of neuroscience may result in the marginalization of sociocultural science, though the latter, it argues, has enormous explanatory power for understanding and promoting learning, and for understanding how learning is afforded and constrained.