Literacy is about 5,000 years old. Since it was invented it has transformed human societies and knowledge fundamentally. Indeed, civilisation is built on literacy. What is it about the process of making marks on paper or other surfaces that gives literacy this remarkable power? 'The Literate Mind: A Study of Its Scope and Limitations' proposes that the evolved, pre-literate qualities of the human mind combined with the representational capacities of alphabets and other symbol systems provide uniquely powerful means for the generation and storage of knowledge. The creation, storage and sharing of texts augment the social and cognitive capacities of human minds and allow us to develop social institutions within which further new knowledge can be deployed and used. Taking an approach that is equally applicable to print and digital media, the book draws on evolutionary theory and the theory of computation to explain the remarkable power of literacy and its transformational effects on human society and knowledge. It demonstrates that the universe of possible texts is infinite in extent, and proposes that the combination of a reader and a text can be treated as an ecosystem of unlimited scope.

This book re-examines the old debate about the relationship between rationality and literacy. Does writing "restructure consciousness?" Do preliterate societies have a different "mind-set" from literate societies? Is reason "built in" to the way we think? How is literacy related to numeracy? Is the "logical form" that Western philosophers recognize anything more than an extrapolation from the structure of the written sentence? Is logic, as developed formally in Western education, intrinsically beyond the reach of the preliterate mind? What light, if any, do the findings of contemporary neuroscience throw on such issues? Roy Harris challenges the received mainstream opinion that reason is an intrinsic property of the human mind, and argues that the whole Western conception of rational thought, from Classical Greece down to modern symbolic logic, is a by-product of the way literacy developed in European cultures.

Literacy is about 5,000 years old. Since it was invented it has transformed human societies and knowledge fundamentally. Indeed, civilisation is built on literacy. What is it about the process of making marks on paper or other surfaces that gives literacy this remarkable power? 'The Literate Mind: A Study of Its Scope and Limitations' proposes that the evolved, pre-literate qualities of the human mind combined with the representational capacities of alphabets and other symbol systems provide uniquely powerful means for the generation and storage of knowledge. The creation, storage and sharing of texts augment the social and cognitive capacities of human minds and allow us to develop social institutions within which further new knowledge can be deployed and used. Taking an approach that is equally applicable to print and digital media, the book draws on evolutionary theory and the theory of computation to explain the remarkable power of literacy and its transformational effects on human society and knowledge. It demonstrates that the universe of possible texts is infinite in extent, and proposes that the combination of a reader and a text can be treated as an ecosystem of unlimited scope.

This classic work explores the vast differences between oral and literate cultures offering a very clear account of the intellectual, literary and social effects of writing, print and electronic technology. In the course of his study, Walter J. Ong offers fascinating insights into oral genres across the globe and through time, and examines the rise of abstract philosophical and scientific thinking. He considers the impact of orality-literacy studies not only on literary criticism and theory but on our very understanding of what it is to be a human being, conscious of self and other. This is a book no reader, writer or speaker should be without.

How computer technology can transform science education for children.

Although educators are expected to bring about functional changes in the brain--the organ of human learning--they are given no formal training in the structure, function or development of the brain in formal or atypically developing children as part of their education. This book is organized around three conceptual themes: First, the interplay between nature (genetics) and nurture (experience and environment) is emphasized. Second, the functional systems of the brain are explained in terms of how they lead to reading, writing and mathematics and the design of instruction. Thirdly, research is presented, not as a finished product, but as a step forward within the field of educational neuropsychology. The book differs from neuropsychology and neuroscience books in that it is aimed at practitioners, focuses on high incidence neuropsychological conditions seen in the classroom, and is the only book that integrates both brain research with the practice of effective literacy, and mathematics instruction of the general and special education school-aged populations.

People today are constantly bombarded with a wide variety of visual images. How do we interpret them? What causes us to respond to them emotionally? And how does this response differ for visual devices such as close-ups, camera angles and flashbacks? The book addresses these and other questions.

This volume demonstrates how literacy is more than learning to read and write. Literacy creates communities, organizes personal and social lives, makes possible civil society and the rule of law, and underwrites the commitment of both modern and developing societies to universal education and ever higher levels of literate competence. Everything that is involved in being and becoming literate is the concern of this interdisciplinary group of distinguished scholars.

The contributions to this collection assess the progress of cognitive science. The questions addressed include: What have we learned or not learned about language, brain, and cognition? Where are we now? Where have we failed? Where have we succeeded?