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Contributions to Analytical Psychology

Mind 38 (151):371-376 (1929)

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  1. (1 other version)On the ‘Art and Science’ of Personal Transformation: Some critical reflections.Raya Abigail Jones - 2012 - Educational Philosophy and Theory 44 (1):18-26.
    This paper takes a critical look at the applicability of the Jungian view on individuation and imagination. While Jungian ideas can bring something fresh and necessary into educational practice, personal enthusiasm might blind us to a dissonance between educational goals and the therapeutic goal of analytical psychology. The case is made with particular attention to some work in the field of transformative learning in adult education.
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  • Where redescriptions come from.David R. Olson - 1994 - Behavioral and Brain Sciences 17 (4):725-725.
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  • Genes, development, and the “innate” structure of the mind.Timothy D. Johnston - 1994 - Behavioral and Brain Sciences 17 (4):721-722.
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  • The power of explicit knowing.Deanna Kuhn - 1994 - Behavioral and Brain Sciences 17 (4):722-723.
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  • Redescription of intentionality.Norman H. Freeman - 1994 - Behavioral and Brain Sciences 17 (4):717-718.
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  • Situating representational redescriptionin infants' pragmatic knowledge.Julie C. Rutkowska - 1994 - Behavioral and Brain Sciences 17 (4):726-727.
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  • Representational change, generality versus specificity, and nature versus nurture: Perennial issues in cognitive research.Stellan Ohlsson - 1994 - Behavioral and Brain Sciences 17 (4):724-725.
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  • (1 other version)Representational redescription and cognitive architectures.Antonella Carassa & Maurizio Tirassa - 1994 - Carassa, Antonella and Tirassa, Maurizio (1994) Representational Redescription and Cognitive Architectures. [Journal (Paginated)] 17 (4):711-712.
    We focus on Karmiloff-Smith's Representational redescription model, arguing that it poses some problems concerning the architecture of a redescribing system. To discuss the topic, we consider the implicit/explicit dichotomy and the relations between natur al language and the language of thought. We argue that the model regards how knowledge is employed rather than how it is represented in the system.
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  • Developmental psychology for the twenty-first century.David Estes - 1994 - Behavioral and Brain Sciences 17 (4):715-716.
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  • Arguments against linguistic “modularization”.Susan H. Foster-Cohen - 1994 - Behavioral and Brain Sciences 17 (4):716-717.
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  • Representation: Ontogenesis and phylogenesis.Merlin Donald - 1994 - Behavioral and Brain Sciences 17 (4):714-715.
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  • Précis of Beyond modularity: A developmental perspective on cognitive science.Annette Karmiloff-Smith - 1994 - Behavioral and Brain Sciences 17 (4):693-707.
    Beyond modularityattempts a synthesis of Fodor's anticonstructivist nativism and Piaget's antinativist constructivism. Contra Fodor, I argue that: (1) the study of cognitive development is essential to cognitive science, (2) the module/central processing dichotomy is too rigid, and (3) the mind does not begin with prespecified modules; rather, development involves a gradual process of “modularization.” Contra Piaget, I argue that: (1) development rarely involves stagelike domain-general change and (2) domainspecific predispositions give development a small but significant kickstart by focusing the infant's (...)
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  • Is there an implicit level of representation?Annie Vinter & Pierre Perruchet - 1994 - Behavioral and Brain Sciences 17 (4):730-731.
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  • From the decline of development to the ascent of consciousness.Philip David Zelazo - 1994 - Behavioral and Brain Sciences 17 (4):731-732.
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  • Modal knowledge and transmodularity.Leslie Smith - 1994 - Behavioral and Brain Sciences 17 (4):729-730.
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  • The challenge of representational redescription.Thomas R. Shultz - 1994 - Behavioral and Brain Sciences 17 (4):728-729.
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  • Why Kinesthesia, Tactility and Affectivity Matter: Critical and Constructive Perspectives.Maxine Sheets-Johnstone - 2018 - Body and Society 24 (4):3-31.
    This article offers critical and constructive perspectives essential to understanding living bodies, and, in effect, to showing that kinesthesia, tactility and affectivity matter because they are central to animate life. Critical perspectives focus on practices that distance us from the lived realities of animate nature, on insights into those realities, and on ways in which language is intimately related to those realities. Constructive perspectives focus on ontogenetic studies that empirically testify to our being animate organisms from the start. The studies (...)
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  • Redescribing development.Ellin Kofsky Scholnick - 1994 - Behavioral and Brain Sciences 17 (4):727-728.
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  • Beyond modularity: Neural evidence for constructivist principles in development.Steven R. Quartz & Terrence J. Sejnowski - 1994 - Behavioral and Brain Sciences 17 (4):725-726.
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  • Beyond methodological solipsism?Michael Losonsky - 1994 - Behavioral and Brain Sciences 17 (4):723-724.
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  • Transforming a partially structured brain into a creative mind.Annette Karmiloff-Smith - 1994 - Behavioral and Brain Sciences 17 (4):732-745.
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  • Representational redescription, memory, and connectionism.P. J. Hampson - 1994 - Behavioral and Brain Sciences 17 (4):721-721.
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  • Beyond connectionist versus classical Al: A control theoretic perspective on development and cognitive science.Rick Grush - 1994 - Behavioral and Brain Sciences 17 (4):720-720.
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  • Dissociation, self-attribution, and redescription.George Graham - 1994 - Behavioral and Brain Sciences 17 (4):719-719.
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  • Do you have to be right to redescribe?Susan Goldin-Meadow & Martha Wagner Alibali - 1994 - Behavioral and Brain Sciences 17 (4):718-719.
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  • The risks of rationalising cognitive development.Beatrice de Gelder - 1994 - Behavioral and Brain Sciences 17 (4):713-714.
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  • Redescribing redescription.Terry Dartnall - 1994 - Behavioral and Brain Sciences 17 (4):712-713.
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  • (1 other version)Representational redescription and cognitive architectures.Antonella Carassa & Maurizio Tirassa - 1994 - Behavioral and Brain Sciences 17 (4):711-712.
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  • What's getting redescribed?Robert L. Campbell - 1994 - Behavioral and Brain Sciences 17 (4):710-711.
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  • Representational redescription: A question of sequence.Margaret A. Boden - 1994 - Behavioral and Brain Sciences 17 (4):708-708.
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  • A Fodorian guide to Switzerland: Jung and Piaget combined?Péter Bodor & Csaba Pléh - 1994 - Behavioral and Brain Sciences 17 (4):709-710.
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  • The real problem with constructivism.Paul Bloom & Karen Wynn - 1994 - Behavioral and Brain Sciences 17 (4):707-708.
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  • Love: Through the Lens of Pitirim Sorokin.Joseph G. D'Ambrosio & Anna C. Faul - 2013 - Analytic Teaching and Philosophical Praxis 34 (2):36-46.
    Understanding the virtue of love has challenged scholars for centuries but in recent years science has produced substantial scholarship in understanding the complex meanings that we attribute to the word “love.” This article explores love through the lens of Pitirim Sorokin, an eminent Harvard sociologist, who developed an intricate framework to understand what he called “other-regarding or altruistic” love. It is proposed that his theoretical framework can act as a gauge of love-producing actions helping guide humans to more authentic, meaningful (...)
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