By H.G. Furth
'A strong, integrative, and insightful conception of society.'-Jack Meacham, nation collage of recent York, Buffalo This provocative paintings provides a unified and scientifically grounded new concept at the improvement of society, specifically, that the imaginary play of kids displays an endogenous orientation towards the development of society. In twelve stories, Furth combines pleasant observations of younger kid's spontaneous activities and interactions with lucid descriptions of advanced 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
Both of us are 2l. 12:56 12:57 12:58 12:59 Celia OK, so that means .... So, we're 1 month older than you. Yeah. Yeah. We're 1 month older than you. 29 Children Playing Society I'll show you how big you are on the calendar. 12:60 12:61 I want to put some make-up on. It's not up there yet. Twenty isn't up there yet. 12:62 12:63 Why it isn't up there yet? Because we're not there yet. 12:64 No, I'll show you where we are. 12:65 It's not up there yet. OK, 20's not there. 12:66 12:67 You're not 21 yet.
No doubt the social competencies that could be observed in the Royal Ball play were the product of countless imaginary activities that preceded it, even as this play may contribute to the future social growth of its participants. The play itself, while not atypical, was certainly exceptional, supported by the particular school and the milieu in which the children grew up. Unfortunately, reliable data on pretend play in various cultures are not available, but we are quite aware that within the United States alone there 26 Chapter 1 are notable differences in the quantity and quality of children's play related to individual differences and the opportunities provided by adults.
Children usually initiate and maintain a social pretend play episode by stating or alluding to the intended meaning of their actions. An observer is thus in a privileged position to evaluate the various reality modes the children enact. Several questions can be raised when children's pretend play is seen as reality-making, rather than as a transformation of reality: What is the nature of the realities that children make, and how do they relate to the "real" reality of everyday life? What does it mean to suggest that children shift from one mode of reality to another?
Desire for Society: Children’s Knowledge as Social Imagination by H.G. Furth