Открытая лекция Джеффри Сакса на тему "Культурное развитие математических представлений: исследования племен Папуа-Новая Гвинея"

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Abstract:
Psychological studies of cognitive development are often conducted without regard for the interplay between the cognitive activities of individuals and the cultural histories of communities. In my talk, I illustrate a heuristic research framework that illuminates this interplay through studies drawn from a program of work conducted in a remote Mountain Ok community in Papua New Guinea, the Oksapmin.
Traditionally, the Oksapmin like their neighboring groups use a 27-body part counting system to represent quantity. Over four periods of fieldwork that stretch 35 years, I trace the shifting form of the system and the shifting functions it serves as it is reproduced and altered in shifting collective practices of daily life. Though the focus of the talk is on the Oksapmin case, I point to ways that the framework is useful for understanding the dynamics of culture-cognition relations more generally.

Geoffrey Saxe is a Professor of the Graduate School at UC Berkeley. His research has focused on learning/development processes in varied settings—elementary and middle school classrooms in the United States, remote settings in Papua New Guinea, urban/rural areas of Northeastern Brazil, family practices involving numerical activities in the lives of toddlers in New York. He has been awarded grants from the National Science Foundation, the Spencer Foundation, and the Institute of Education Sciences. He has received fellowships as a visiting scholar at the Center for Advanced Study in the Behavioral Sciences at Stanford University and Rockefeller’s Bellagio Center in Italy. His books and monographs include Social Processes in Early Number Development (with S. Guberman and M. Gearhart, 1987), Culture and Cognitive Development: Studies in Mathematical Understanding (1991), Cultural Development of Mathematical Ideas: Papua New Guinea studies (2012). His most recent book, Cultural Development of Mathematical Ideas, received most outstanding book awards from the American Psychological Association (2015), the American Anthropological Association (2014), and the Cognitive Development Society (2013), and he received a Presidential citation from the American Educational
Research Association for his research on culture-cognition relations (2010). He is past Editor of the journal, Human Development, and he is past-President of the Jean Piaget Society for the Study of Knowledge and Development. He has been an elected member of the United States National Academy of Education since 2005.