tag:blogger.com,1999:blog-22093933.post3501549073816550383..comments2024-03-28T09:41:15.454-05:00Comments on Deric's MindBlog: Children attributing causality - extension to religious and political imitation.Deric Bowndshttp://www.blogger.com/profile/16617204535017208765noreply@blogger.comBlogger3125tag:blogger.com,1999:blog-22093933.post-45832213759246054182007-12-23T12:34:00.000-06:002007-12-23T12:34:00.000-06:00why the addiction to the concept of causality for ...why the addiction to the concept of causality for anyone, young or old, scientist or layman? it is only an artifact of mind and has nothing to do with reality... the buddhists are much closer with their concept of "no independent origination" .... science has to cut apart wholeness with every step it takes, so childish, in the larger scheme of thingsgregoryhttps://www.blogger.com/profile/14408369948377761936noreply@blogger.comtag:blogger.com,1999:blog-22093933.post-68945427929798768222007-12-23T09:29:00.000-06:002007-12-23T09:29:00.000-06:00This is interesting. Is anyone here aware of any l...This is interesting. Is anyone here aware of any longitudinal studies comparing children's political and religious affiliations to their parents and the extent to which they diverge over time and factors that might influence that divergence?Derekhttps://www.blogger.com/profile/02776917750757825408noreply@blogger.comtag:blogger.com,1999:blog-22093933.post-33426742832515897102007-12-21T13:08:00.000-06:002007-12-21T13:08:00.000-06:00It seems a reasonable leap from imitation of mecha...It seems a reasonable leap from imitation of mechanical sequences to imitiation of general behavioral patterns. The authors suggest this:<BR/><BR/>"... overimitation may actually increase from infancy to early childhood as socially derived inferences begin to play a larger role in causal learning."<BR/><BR/>And religious and political behavior meets these prerequisites easily:<BR/><BR/>"... an adult’s actions may need to be more than simply intentional for children to encode them as causally meaningful; the qualities of being both unconstrained (i.e., not determined or limited by external factors) and potentially communicative or pedagogical in nature may also be prerequisites."<BR/><BR/>Given individual differences along the lines of open-mindedness and fixity of belief, I wonder how education can buffer this effect.<BR/><BR/>When is the child ready to learn the concept of science, and test his/her received causal meanings?<BR/>How can we teach early science through imitiation?<BR/>Would that lesson be harmfully subject to overimitiation?Rick Thomashttps://www.blogger.com/profile/11996647548366503742noreply@blogger.com