In this thesis I trace ideas about naturalistic inquiry into commonsense understanding through Chomsky's work. I argue that the resulting picture significantly illuminates both the nature of `common sense' and existing interdisciplinary debates surrounding it. Specifically, I claim that progress in investigating the nature of humans' commonsense understanding of psychology (folk psychology) has been hampered by the same kind of methodological dualism which for so long haunted scientific accounts of language. Following Chomsky, I discuss in general how a rationalist inquiry into cognitive domains other than language could proceed by positing `learning theories' for organisms in given domains, LT (0, D), and attempting to characterize their interaction with experience and the resulting knowledge structures. I further consider how the Language Faculty and a Science Forming Faculty might contribute to our introspective awareness of the understanding of the world delivered to us by core commonsense principles. In particular, taking into account methodological insights gained from the study of language, I put forward a view of a Psychology Faculty and I adapt some ideas from Grice (1975) as a first step towards a positive proposal. Evidence from current developmental and ethological research is presented in support of my position. I thus draw out substantial similarities both between the study of language and the study of commonsense psychology, and between the objects of study in each case. By defusing possible philosophical objections to the comparison, I articulate a detailed defence of my claims.

Le « child-therapist » évoque un enfant qui sacrifie son psychisme et ainsi son développement pour la survie du système familial. Cette thèse cherche à explorer son vécu et à mieux comprendre ce qu’il vit. A travers la méthode d’observation et une analyse utilisant la méthode d’IPA (Interpretational Phenomenological Analysis), je questionne son développement psychique, sa mentalisation et la colère latente qu’il peut ressentir envers ses parents. Cette recherche a révélé que certains child-therapists se développent à travers un conditionnement, c’est-à-dire à partir des tâtonnements vers des comportements désirés, ainsi que des comportements qui réduisent les tensions au sein de la famille. Aussi, en présence de ses parents, il démontre de fausses capacités de mentalisation. Enfin, sans exception, il porte une colère envers ses parents défaillants. Cette recherche a donc élucidé le fonctionnement mental du child-therapist. / The child-therapist speaks of a child who sacrifices his own psychical development for the survival of his or her family. This dissertation sets out to understand the mind of the child. Using the observational method and the IPA (Interpretational Phenomenological Analysis) to analyse the data,I set out to investigate his or her development, his or her mentalization capacities and a latent anger that he or she could harbour towards his or her parents. This research showed that the child develops through a form of conditioning. In addition, he or she exhibits false mentalization capacities, but only in the presence of his or her parents. Lastly, the child holds anger and resentment towards his parents that failed him or her. This study helped shed light on the mind of the child-therapist.

See title file for abstract / Educational Studies / D. Ed. (Psychology of Education)

See title file for abstract / Educational Studies / D. Ed. (Psychology of Education)