This volume has its already distant or1g1n in an inter- national conference on Evolutionary Epistemology the editors organized at the University of Ghent in November 1984. This conference aimed to follow up the endeavor started at the ERISS (Epistemologically Relevant Internalist Sociology of Science) conference organized by Don Campbell and Alex Rosen- berg at Cazenovia Lake, New York, in June 1981, whilst in- jecting the gist of certain current continental intellectual developments into a debate whose focus, we thought, was in danger of being narrowed too much, considering the still...

CONTRIBUTIONS TO THE SOCIOLOGY OF LANGUAGE brings to students, researchers and practitioners in all of the social and language-related sciences carefully selected book-length publications dealing with sociolinguistic theory, methods, findings and applications. It approaches the study of language in society in its broadest sense, as a truly international and interdisciplinary field in which various approaches, theoretical and empirical, supplement and complement each other. The series invites the attention of linguists, language teachers of all interests, sociologists, political scientists,...

This book develops a scientific approach to the phenomenon of religion. It is the conviction of the author that such an approach can only be comparative in nature, in order to overcome centuries of religiously biased views on religion. From an anthropological point of view the phenomenological school of thought is intrinsically religionistic (i.e., influenced by a particular religious frame of reference).
The author formulates a model which seeks to distinguish between three irreducible religious ways (ritualistic, mythagogic and shamanistic), of which religious forms at the object level...

This book defends that math education should systematically start out from the diverse out-of-school knowledge of children and develop trajectories from there to the Academic Mathematics tower of knowledge. Learning theories of the sociocultural school (Vygotsky and on) are used here, and ethnographic knowledge from around the world is shown to offer a rich and varied base for curricula. The book takes a political stand against the exclusively western focus in OECD analyses and proposals on math education.

This book aims at agents in education and social actions in every cultural...

The book presents a series of ethnographic studies, which illustrate issues of wider importance, such as the role of cultural traditions, concepts and learning procedures in the development of formal (or mathematical) thinking outside of the western tradition. It focuses on research at the crossroads of anthropology and ethnomathematics to document indigenous mathematical knowledge and its inclusion in specific cultural patterns. More generally, the book demonstrates the heuristic value of crossing ethnographical, anthropological and ethnomathematical approaches to highlight and analyze—or...