By H.G. Furth
'A robust, integrative, and insightful concept of society.'-Jack Meacham, country collage of recent York, Buffalo This provocative paintings provides a unified and scientifically grounded new conception at the improvement of society, specifically, that the imaginary play of youngsters displays an endogenous orientation towards the development of society. In twelve reviews, Furth combines pleasant observations of younger kid's spontaneous activities and interactions with lucid descriptions of complicated mental theories-including these of Piaget, Freud, Lacan, and Marxist scholars.
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Additional resources for Desire for Society: Children’s Knowledge as Social Imagination
There is a qualitative difference between these two social relations, just as there is a difference between action logic and object logic, between a sensorimotor and a mental, representational world. Piaget (1962) pointed out that children around age 2, having already developed competencies in the world of actions and interpersonal relations, must start almost from nothing as they begin to construct a world of mental objects. "The ground already covered on the sensorimotor plane must be covered again at the new level" (p.
Auwarter's contribution is twofold. First, by including the everyday reality category and the personal identity category, he extended the analysis of play discourse to utterances that belong to the nonplay track. Second, by considering the intersection of two dimensions, he showed that different realities can become intertwined. Children may speak about either the play or the nonplay world in a manner that is either in or out of character. Unfortunately, Auwarter did not fully explore this two-dimensional system.
Is pleasure an adequate goal of evolution? The question was posed: In what situations are children most clearly observed producing mental objects? The answer was obvious: in symbolic play. This is very different from sensorimotor play or frolicking, where smiling and other external features indicate the nonserious nature of the child's activity. Symbolic play engages 2- to 7-year-old children more seriously than perhaps any other activity. From the children's viewpoint, they are doing something important and utterly real.