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Developmental Aspects in Learning to Write

  • Liliana Tolchinsky

Part of the Studies in Writing book series (STUW, volume 8)

Table of contents

  1. Front Matter
    Pages i-vi
  2. Liliana Tolchinsky
    Pages 1-11
  3. Lily Chan, Terezinha Nunes
    Pages 33-53
  4. Liliana Tolchinsky, Concha Cintas
    Pages 77-95
  5. Michel Fayol, Corinne Totereau
    Pages 97-107
  6. Gert Rijlaarsdam, Marjolein van Dort-Slijper, Michel Couzijn
    Pages 109-132
  7. Pilar Lacasa, Beatriz Martín Del Campo, Amalia Reina
    Pages 133-162
  8. Back Matter
    Pages 177-201

About this book

Introduction

Developmental Perspectives on Writing LILIANA TOLCHINSKY University of Barcelona, Spain The advent of the sixties is considered a crucial moment for the discovery of writing as an object worthy of intellectual inquiry (Havelock, 1986). A number of books, which came out in that decade, set the stage for this turn-to-writing. One of them was the Preface to Plato by Eric Havelock. This book, published in 1963, was to become a milestone in the discovery of literacy as a field of research (Bockheimer, 1998). Havelock (1986) referred to three more works that came out at the same time, and Bockheimer suggested adding other publications; for example La pensee sau­ vage by Levi Strauss (1962); The consequences of literacy by Jack Goody and Ian Watt (1963) and La geste et la parole by Laroi -Gourham (1964/65). The authors of these books were anthropologists, philosophers and sociologists who coincided in highlighting the significance of writing for human development and, more specifically, for language development. They maintained that many insti­ tutions, ideas, beliefs, opinions and convictions of the Western world were a by­ product of an 'alphabetized mind'. Writing was for them one of the pillars of subjec­ tivity, responsible for the rise of consciousness, for our conception of words and for our notion of true and false. Amazingly linguists, psycho linguists, psychologists and educators did not participate in the turn-to-writing. The firstl, did not give any atten- 1 There were some exceptions to this generalization.

Keywords

English German Roman computer curriculum development education learning linguistics morphology organization organizations research school university

Editors and affiliations

  • Liliana Tolchinsky
    • 1
  1. 1.Department of LinguisticsUniversity of BarcelonaSpain

Bibliographic information

  • DOI https://doi.org/10.1007/978-94-010-0734-4
  • Copyright Information Kluwer Academic Publishers 2001
  • Publisher Name Springer, Dordrecht
  • eBook Packages Springer Book Archive
  • Print ISBN 978-0-7923-7063-5
  • Online ISBN 978-94-010-0734-4
  • Series Print ISSN 1572-6304
  • Buy this book on publisher's site