Learning to talk to ourselves: Development, ignorance, and agency

Area of Science:

• Developmental Psychology
• Philosophy of Mind

Background:

• The dichotomy between anti-reflectivism and reflection presents a challenge in understanding self-development.
• Existing frameworks may not fully account for the role of ignorance and error in reflective processes.

Purpose of the Study:

• To synthesize the concepts of anti-reflectivism and reflection within a developmental context.
• To explore how developmental processes integrate error and ignorance into reflection.
• To connect developmental reflection with theories of valuation, collaboration, pluralism, and extrinsic self-factors.

Main Methods:

• Theoretical synthesis drawing upon Piagetian developmental psychology.
• Conceptual analysis of anti-reflectivism, reflection, and self-development theories.
• Integration of Doris's concepts on valuation, collaboration, pluralism, and extrinsic factors.

Main Results:

• A Piagetian developmental framework can reconcile anti-reflectivism and reflection.
• Developmental processes naturally integrate error and ignorance as components of reflection.
• This integrated view supports the importance of valuation, collaboration, pluralism, and extrinsic influences on the self.

Conclusions:

• Reflection is not precluded by anti-reflectivism but can be understood developmentally.
• Error and ignorance are integral to reflective development, fostering a more nuanced self.
• Developmental reflection supports a pluralistic and collaboratively influenced self, acknowledging extrinsic factors.