From the Sandbox to Shared Reality

How Spontaneous Concepts Build Our Intersubjective World

Have you ever wondered how we come to understand the world around us, not only as individuals but as a collective? This shared understanding, known as intersubjective reality, is built from the ground up through our everyday experiences. As children, we begin this process long before formal education, forming what developmental psychologists call “spontaneous concepts.”

Spontaneous Concepts

These spontaneous concepts are the building blocks of our mental world. They are the unschooled understandings we develop through our interactions with the environment and the people around us. Unlike scientific concepts, learned through explicit instruction, spontaneous concepts emerge organically from our daily lives. Imagine a child learning the concept of “sibling.” This is not something they learn in a classroom; it is a rich tapestry woven from countless interactions, observations, and experiences with their sibling.

Mental Platform: How We Think

Spontaneous concepts form the foundation of our “mental platform,” the framework through which we think and make sense of the world.

The “mental platform” in this context refers to the internal structure we use to think and make sense of the world. It is like a mental framework or operating system where our knowledge, ideas, and experiences are stored.

Here are some characteristics of the mental platform:

• Categorization: Allows us to classify and organize the information we receive from the outside world. For example, thanks to the mental platform, we can differentiate between “sand” and “water” based on our previous sensory experiences.
• Mental representations: Stores mental representations of objects, concepts, and situations. In the case of the sand example, the mental platform contains a mental image of sand with its properties such as texture, sound, and shape.
• Information processing: The mental platform allows us to process the information we receive from the outside world, including integrating new knowledge with existing knowledge.
• Thought generation: Based on the information stored and processed, the mental platform allows us to generate thoughts, ideas, and solutions to problems.

These concepts act as mental categories, allowing us to group similar experiences and assign them meaning. For example, as children play in the sand, they develop a concept of “sand.” This concept is based on their sensory experiences: the way the sand feels between their fingers, how it is poured and molded, its texture and sound. Through these interactions, the child builds a mental representation of “sand” that allows them to categorize future encounters with this material.

Behavioral Network: How We Act

Spontaneous concepts also influence our “behavioral network,” the way we interact with the world.

The “behavioral network” in this context refers to the system that connects our ideas and knowledge (mental platform) with the actions we take in the world. It works as a network of connections that guides our behavior. Here are some aspects of the behavioral network:

• Influence of the mental platform: The concepts and knowledge stored in our mental platform influence how we act. For example, the concept of “sand” in a child’s behavioral network connects with actions such as building castles, pouring it, or throwing it.
• Decision making: The behavioral network intervenes in decision-making by weighing the information from the mental platform against the circumstances of the environment. The child, when playing with sand, will decide what action to take (build, pour, etc.) based on their previous knowledge and the context of the game.
• Learning: The behavioral network is constantly modified through learning. Lived experiences and successfully performed actions are reinforced in the network, increasing the probability of repeating them in similar situations.

Thus, the child’s understanding of “sand” not only shapes their thoughts but also guides their actions. They know that sand can be molded into castles, poured into containers, or thrown playfully. These early experiences inform how they interact with sand in the future, shaping their exploration and play.

Material Container: What We Build

Finally, spontaneous concepts contribute to our “material container,” the physical world we create and navigate.

In the context of the construction of intersubjective reality, the “material container” refers to the physical world we create and inhabit as a product of our ideas, knowledge, and actions. It is like a tangible stage where our shared understanding of the world is materialized.

Characteristics of the Material Container:

• Social construction: The material container is not a pre-existing scenario, but rather it is built and modified by society through its activity and interaction with the environment.
• Manifestation of culture: The objects, constructions, and spaces that make up the material container are an expression of the culture and values of a society.
• Influence on interaction: The material container in turn influences how people interact with each other and with the world. For example, the presence of a playground in a neighborhood can encourage social interaction among children.

Examples:

• Cities: Cities are a clear example of a material container. Their design, architecture, and spatial organization are the result of centuries of social, cultural, and technological development. The way a city is built reflects the priorities and values of its inhabitants. For instance, a city with a focus on walkability and public transportation prioritizes community interaction and environmental consciousness.
• Tools: Tools are objects created by humanity to modify the environment and meet our needs. Their existence and use are part of the material container. The types of tools a society develops and utilizes reveal its technological advancements and resourcefulness. For example, the development of the printing press revolutionized communication and knowledge dissemination.
• Works of Art: Works of art are tangible expressions of human creativity and also part of the material container, enriching the world we inhabit. Artistic styles and themes reflect the cultural values and beliefs of a particular time period. For instance, the grandeur of Gothic cathedrals embodies the religious devotion and awe-inspiring architectural techniques of the Middle Ages.

The Child at the Beach: Bringing it All Together

Imagine a child playing at the beach. As they dig in the sand, their understanding of “sand” (developed through spontaneous concepts) is not just mental; it becomes part of the material container. The sandcastle they build is a physical manifestation of their concept, and it shapes their interaction with the environment. They might collaborate with other children, further solidifying their understanding of “sand” and the world around them through shared experience.

The Role of Public Education

Public education plays a crucial role in shaping our understanding of the world and the material container we inhabit. It provides a space where spontaneous concepts can be examined, challenged, and enriched. Through education, we encounter diverse perspectives, fostering critical thinking and the ability to understand the world from different viewpoints. This is essential for building a shared reality based on mutual respect and tolerance.

From our earliest experiences to our ongoing interaction with the world, spontaneous concepts shape our understanding of reality. They form the foundation of our mental platform, the behavioral network that guides our actions, and the material container we create and inhabit. Public education serves as a powerful tool to cultivate these concepts and ensure a thriving intersubjective reality. By recognizing the importance of spontaneous concepts and fostering a culture of exploration and knowledge sharing, we can continue to build a world rich in meaning, connection, and shared experience.