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XVI; 307 Seiten / XI; 449 Seiten; 22,5 cm; fadengeh. Pappbände.

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Gute, akzeptable Exemplare / 2 BÄNDE; leichte Gebrauchs - u. Lagerspuren sowie stw. kl. Läsuren; beide Bände unaufgeschnitten. - Französisch. - Tome I: Les Moyens Intellectuels / Tome II: Les Taches Intellectuelles. --- Henri Wallon (1879?1962), französischer Psychologe und Politiker (wiki deutsch; Kurzeintrag). // Henri Paul Hyacinthe Wallon (March 15, 1879 - December 1, 1962) was a French philosopher, psychologist (in the field of social psychology), neuropsychiatrist, teacher, and politician. He was the grandson of the historian and statesman Henri-Alexandre Wallon. Henri Wallon conducted two parallel careers. As a convinced Marxist, he took up political duties while carrying out scientific work in the field of developmental psychology. In 1931, Wallon joined the French socialist political party SFIO and became a member of the French Communist Party in 1942. In 1944 he was named Secretary of National Education. He was elected Communist Deputy (1945-1946) and chaired an education reform commission that durably marked the National Education system under the name "The Langevin-Wallon Project" (1945). Henri Wallon is better known by his scientific work primarily devoted to child development. Following his education, he occupied the highest positions in the French university world where he fostered leading research activity. Wallon was admitted to the École Normale Supérieure in 1899, where he passed higher-level competitive examinations for teachers and professors (agrégation) in philosophy in 1902. In 1908 he became a doctor of medicine, and from 1908 to 1931 worked with mentally retarded children. ? (wiki; englisch) // INHALT (Auswahl) : Enchainement fabulatoire des couples. ------ Reviviscence des couples dans la pensee pathologique. ------ CONCLUSIONS ET COMMENTAIRES. ------ Le comportement intellectuel de l'enfant. ------ Le comportement ideo-verbal. ------ Les discontinuity de la pensee enfantine. ------ Les structures elementaires. ------ Nature des couples. ------ Role intellectuel des couples. ------ Interactions des couples. ------ Le couple dans Involution mentale. ------ Les couples et la pensee de relation. ------ Des couples aux series. ------ DEUXIEME PARTIE CONTRADICTIONS ET ANTINOMIES CHAPITRE PREMIER. ------ Les sources diverses de la connaissanee ------ Ignorance subjective des sources. ------ Experience personnelle et tradition : a) Le realisme perceptif; b) Interpretation du langage : interferences du langage et des images perceptives ; c) les connaissances. ------ CHAPITRE II. ------ Absence de plans distincts dans la pensee de l'enfant. ------ Disaccords de l'empirisme et du mythe. ------ Le mythe et l'experience coutumiere. ------ Inaptitude de l'enfant a dissocier le plan des causes du plan des choses. ------ CHAPITRE III. ------ Les difficultes de coordination mentale. ------ L'indivision du sujet et de l'objet. ------ Ambivalence actif-passif. ------ Melange ou echange de role entre agent et patient. ------ Fluctuation des attributs. ------ Les antinomies chez l'enfant. ------ L'ordre de la perception et celui de l'existence. ------ CONCLUSIONS ET COMMENTAIRES. ------ Contradictions entre les sources d'information. ------ Non-differenciation des plans intellectuels et incoherence des representations. ------ Fluctuations et contradictions. ------ Antinomies. ------ Integration et differenciation fonctionnelles. ------ TROISIEME PARTIE LE SYNCRETISME DE L'ENFANT CHAPITRE PREMIER. ------ Insuffisance d'organisation mentale. ------ Absence de pouvoir discriminatif chez l'enfant. ------ Mobilite du fond conceptuel. ------ Deviations et faux trajets / (u.v.a.m.) --- ... Henri Wallon organized his observations by presenting the development of the child's personality as a succession of stages. Some of these stages are marked by the predominance of affectivity over intelligence whereas others appear characterized instead by the primacy of intelligence over affectivity. The child's personality is developed in this discontinuous and competitive succession between the prevalence of intelligence and affectivity. Thus, Wallon articulated at the core of a dialectical model of concepts such as emotion, attitudes, and interpersonal bonds. His conception of the stages implied the idea that regression was possible, contrary to Piaget's model. ... (wiki; engl.)