One of the world’s leading child psychologists shatters the myth of “good parenting”
Caring deeply about our children is part of what makes us human. Yet the thing we call “parenting” is a surprisingly new invention. In the past thirty years, the concept of parenting and the multi-billion dollar industry surrounding it have transformed child care into obsessive, controlling, and goal-oriented labor intended to create a particular kind of child and therefore a particular kind of adult.
In The Gardener and the Carpenter, the pioneering developmental psychologist and philosopher Alison Gopnik argues that the familiar twenty-first-century picture of parents and children is profoundly wrong–it’s not just based on bad science, it’s bad for kids and parents, too.
Drawing on the study of human evolution and her own cutting-edge scientific research into how children learn, Gopnik shows that although caring for children is profoundly important, it is not a matter of shaping them to turn out a particular way.
Children are designed to be messy and unpredictable, playful and imaginative, and to be very different both from their parents and from each other. The variability and flexibility of childhood lets them innovate, create, and survive in an unpredictable world. “Parenting” won’t make children learn—but caring parents let children learn by creating a secure, loving environment.
About the Author – Alison Gopnik
Alison Gopnik is a professor of psychology and affiliate professor of philosophy at the University of California at Berkeley. She received her BA from McGill University and her PhD. from Oxford University. Her honors include a Natural Sciences and Engineering Research Council of Canada University Research Fellowship, an Osher Visiting Scientist Fellowship at the Exploratorium, a Center for the Advanced Studies in the Behavioral Sciences Fellowship, and a Moore Fellowship at the California Institute of Technology, and a fellow of the Association for Psychological Science.
Professor Gopnik, is an internationally recognized leader in the study of children’s learning and development and was the first to argue that children’s minds could help us understand deep philosophical questions. She was one of the founders of the study of “theory of mind”, illuminating how children come to understand the minds of others, and she formulated the “theory theory”, the idea that children learn in the same way that scientists do.