Nini Praetorius (2002) Practical and Theoretical Consequences of the Principles of Cognition, Language and Action.. Psycoloquy: 13(022) Cognition Action (7)
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Psycoloquy 13(022): Practical and Theoretical Consequences of the Principles of Cognition, Language and Action.
PRACTICAL AND THEORETICAL CONSEQUENCES OF THE PRINCIPLES OF COGNITION, LANGUAGE AND ACTION.
Reply to Siiner and Hermann on Praetorius on Cognition-Action
Nini Praetorius
Department of Psychology
University of Copenhagen
Njalsgade 88
DK - 2300 Copenhagen S
Denmark
nini.praetorius@psy.ku.dk
Abstract
In my reply to Siiner and Hermann I hope to make clear
that although the principles argued for in my book may guide
psychology in determining what KIND of questions we may
meaningfully ask about our cognition, language and action - and
hope to answer - by empirical psychological investigations, neither
the principles nor their implications may in themselves serve as
answers to these questions in advance of such investigations.
Keywords
Psychological Theorising, Empirical Psychological
Investigations, The Science of Psychology.
1. Siiner's and Hermann's review of my book consist of an
interpretation of what to them seems to be its "most challenging
insights". In the last resort, interpretations are always personal. I
appreciate their attempt, but occasionally find it difficult to
recognise points to which I am laying claim. In particular, I find it
difficult to see how any of the principles argued for in the book may
provide clarification of, let alone answers to practical issues, such
as those listed in the final paragraphs of Siiner's and Hermann's
review (paragraphs 34 - 37). As already pointed out in the Precis, it
is the aim of the book to clarify assumptions of an epistemological and
ontological nature about the relation between the cognition,
description and action of persons, and the material and social reality
that this cognition and description concern and in which our action is
carried out. Assumptions, so I argue, which have to be take for
granted AS A MATTER OF PRINCIPLE, and which may form a consistent
foundation of principles on which to base research and theorizing
within a science of psychology. If correct, I contend that these
principles may guide psychology in determining what kind of questions
we may MEANINGFULLY ask - and hope to answer by empirical psychological
research - about the perception, cognition, use of language and actions
of persons, and hence what KINDS of scientific psychological theories
it may - or may not - make sense to develop about such issues. However,
neither these principles, nor any of their consequences may in
themselves serve as answers to these question IN ADVANCE of
psychological investigations. The question e.g. of when or if to
introduce "parallel teaching" of both mother tongue and second language
into the educational curriculum of migrant children in order to further
their integration in a new culture, is a very complicated issue
requiring not only empirical investigations but also ideological
clarification. Regarding such investigations and clarification, I
believe, the jury is still out.
REFERENCES
Praetorius, N. (2000). Principles of Cognition, Language and Action.
Essays on the Foundations of a Science of Psychology.
Dordrecht/London/New York: Kluwer Academic Press.
Praetorius, N. (2001). Precis of "Principle of Cognition, Language and
Action. PSYCOLOQUY12 (027).
http://www.cogsci.soton.ac.uk/psyc-bin/newpsy?12.027
Siiner, M. and Hermann, J. (2002) An Unravelling of Principles We all
have to use. Book Review of Praetorius on Cognition-Action. PSYCOLOQUY
13(019). http://www.cogsci.soton.ac.uk/psyc-bin/newpsy?13.019
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