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This work provides a review of advances in the understanding of human development and of their implications for education theory and practice. Child-centred education has been a dominant theme throughout this century, but just what such child-centred education entails has shifted significantly with advances in our understanding of children and their development. This volume sets out three potentially revolutionary changes in the understanding of education and human development. The first is a new understanding of how psychology relates to pedagogy. The second insight is the possibility that education is in fact what makes culture possible, and the critical relation between culture and education is examined. The third insight is a new conception of just what it is to know, to learn and to understand, and the role of the traditional subject matter disciplines in the advancement of human understanding. Each of the contributors have drawn out the theoretical and practical implications of their new understanding in order to provide a volume that bridges theory and practice in the fields of human development and education.