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Theory of knowledge --- Psychology --- Reasoning in children --- Raisonnement chez l'enfant --- -Reasoning (Child psychology) --- Child psychology --- Addresses, essays, lectures --- Reasoning in children. --- -Addresses, essays, lectures --- Reasoning (Child psychology)

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This volume, first published in 2000, is about the development of human thinking that stretches beyond the ordinary boundaries of reality. Various research initiatives emerged in the decade prior to publication exploring such matters as children's thinking about imaginary beings, magic and the supernatural. The purpose of this book is to capture something of the larger spirit of these efforts. In many ways, this new work offers a counterpoint to research on the development of children's domain-specific knowledge about the ordinary nature of things that has suggested that children become increasingly scientific and rational over the course of development. In acquiring an intuitive understanding of the physical, biological or psychological domains, even young children recognize that there are constraints on what can happen. However, once such constraints are acknowledged, children are in a position to think about the violation of those very same constraints - to contemplate the impossible.

Cognition in children --- Magical thinking in children --- Children --- Reasoning in children --- Religious life --- Health Sciences --- Psychiatry & Psychology --- Cognition in children. --- Magical thinking in children. --- Reasoning in children. --- Religious life. --- Reasoning (Child psychology) --- Child psychology --- Cognition (Child psychology) --- Thought and thinking in children

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Cognitive psychology --- Developmental psychology --- 159.922.73 --- Reasoning (Psychology) --- Reasoning in children --- Reasoning (Child psychology) --- Child psychology --- Thought and thinking --- Intellektuele ontwikkeling van het kind --- Piaget, Jean --- Reasoning in children. --- Reasoning (Psychology). --- 159.922.73 Intellektuele ontwikkeling van het kind --- Piaget, J. --- Piaget, Jean, --- Ppiaje, --- Pʻei-ya-hsieh, --- Pʻi-ya-chieh, --- Piazhe, Zhan, --- Piaze, Zan, --- Pʻiaje, --- Piʼaz'eh, Z'an, --- Piaget, J. P. --- Pi-a-je, --- Piyajie, --- פיאז׳ה, ז׳אן --- פיאז׳ה, ז׳אן, --- Piyāzhah, Zhān, --- پياژه، ژان,

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The Importance of Sentiment in Promoting Reasonableness in Children explores the contributions that eighteenth-century Scottish philosophers Thomas Reid, Adam Smith, and David Hume make to our understanding of important factors in the development of children as they gradually acquire central features of reasonableness. Smith and Reid explicitly discuss the importance of sentiment and reason in the development of children. Their views are favorably influenced by the writings of their English predecessor Joseph Butler. Hume, too, valued much of Butler's thinking. But, unlike Smith and Reid, he said little about Butler's specific reflections on sentiment and reason. Despite this, one of the aims of this little book is to show that each contributes to our understanding today of what the encouragement of the philosophical thinking of children can play in helping them to come to an appreciation of reasonableness. They advocate a social environment for children that moves them to mix sentiment and reason in ways that support the values of reasonableness.

Child psychology. --- Moral development. --- Moral education. --- Character education --- Ethical education --- Child rearing --- Education --- Ethics --- Religious education --- Ethical development --- Child psychology --- Moral education --- Faith development --- Behavior, Child --- Child behavior --- Child study --- Children --- Pediatric psychology --- Child development --- Developmental psychology --- Psychology --- Reasoning in children. --- Sentimentalism. --- Philosophy. --- Reid, Thomas, --- Smith, Adam, --- Hume, David, --- Butler, Joseph,