This is the fifth in a series of notes to twelve lectures for my class Dynamics of Family Interaction.
In the last lecture, I emphasized variation across populations ("cultures") in the possible organization of the fulfilment of the biological needs of young children, focusing on language acquisition and expanding to other areas of early development whether directly related to biology (toilet training) or related to the spread of a particular institution or technology in a population (literacy).
The emphasis was on possibilities and transformations, on humanity ("culture") making its own world through its capacity for education, that is learning through questioning and debating. Thus the emphasis, when looking at young children, on their participation and investigation (not so much "soaking in learning" as squeezing it out of the environment, not so much "wiggling" in contentment as "wriggling" to escape)
In this lecture we turn to issues of differentiation in experiences
within a population one's particular kinds of practices get institutionalized.
|Some questions in the context of this lesson
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