For almost three millennia, philosophy and its more pragmatic offspring, psychology and the cognitive sciences, have struggled to understand the complex principles reflected in the patterned opera- tions of the human mind. What is knowledge? How does it relate to what we feel and do? What are the fundamental processes underlying attention, perception, intention, learning, memory, and conscious- ness? How are thought, feeling, and action related, and what are the practical implications of our current knowledge for the everyday priorities of parenting, education, and counseling? Such meaningful and fascinating questions lie at the heart of contemporary attempts to build a stronger working alliance among the fields of epistemology (theories of knowledge), the cognitive sciences, and psychotherapy. The proliferation and pervasiveness of what some have called "cognitivism" throughout all quarters of modern psychology repre- sent a phenomenon of paradigmatic proportions.
The (re-)emergence of cognitive concepts and perspectives-whether portrayed as revo- lutionary (reactive) or evolutionary (developmental) in nature-marks what may well be the single most formative theme in late twentieth- century psychology. Skeptics of the cognitive movement, if it may be so called, can readily note the necessary limits and liabilities of naive forms of metaphysics and mentalism. The history of human ideas is writ large in the polarities of "in here" and "out there"-from Plato, Pythagoras, and Kant to Locke, Bacon, and Watson.
- ISBN10 0306418584
- ISBN13 9780306418587
- Publish Date 30 April 1985
- Publish Status Active
- Out of Print 2 June 2021
- Publish Country NL
- Publisher Kluwer Academic Publishers Group
- Imprint Kluwer Academic / Plenum Publishers
- Format Hardcover
- Pages 370
- Language English