Synopsis
The distinction between norms and facts is long-standing in providing a challenge for psychology. Norms exist as directives, commands, rules, customs and ideals, playing a constitutive role in human action and thought. Norms lay down 'what has to be' (the necessary, possible or impossible) and 'what has to be done' (the obligatory, the permitted or the forbidden) and so go beyond the 'is' of causality. During two millennia, norms made an essential contribution to accounts of the mind, yet the twentieth century witnessed an abrupt change in the science of psychology where norms were typically either excluded altogether or reduced to causes. The central argument in this book is twofold. Firstly, the approach in twentieth-century psychology is flawed. Secondly, norms operating interdependently with causes can be investigated empirically and theoretically in cognition, culture and morality. Human development is a norm-laden process.
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About the Authors
Leslie Smith is Professor Emeritus, Lancaster University and is currently based in the Lake District as a freelance researcher.
Jacques Vonèche is Professor of Child and Adolescent Psychology at the University of Geneva and Director of the Archives Jean Piaget.
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Norms in Human Development
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Norms in Human Development
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Hardcover. Condition: Very Good. Dust Jacket Condition: Very Good. 1st Edition. Hardcover, x + 293 pages, NOT ex-library. Clean and bright interior with unmarked text, free of inscriptions and stamps. Minor marks on outer page edges. Bright untorn dust jacket. -- This collection of essays addresses a foundational problem in developmental psychology: the role of normativity in human growth. The book argues against the 20th-century tendency to reduce development to simple causal facts, reasserting the importance of norms in shaping cognitive and moral progress. The contributions explore the concept of 'norm' across three distinct dimensions: ideal norms (logic and correct reasoning), social norms (moral and conventional regulations), and statistical norms (descriptive developmental averages). Centred on a critical engagement with the genetic epistemology of Jean Piaget, the volume investigates the 'is-ought' problem - how a child moves from observing factual states to understanding prescriptive standards of truth and morality. A major theme of the work is the development of modal understanding, specifically how children come to recognise certain logical and moral rules as necessary rather than merely accidental or habitual. While anchored in Piagetian theory, the essays by leading international scholars move towards a social-relational perspective, arguing that normative standards are co-constructed through social interaction rather than through internal biological maturation alone. Structured into sections covering epistemology, morality, and logic, the book provides a framework for researchers in psychology, education, and philosophy to understand the interplay between causal development and normative regulation. Seller Inventory # 013101
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