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The scientist Richard Lovell Edgeworth, educated at Trinity College, Dublin, and Oxford, was a Member of the Lunar Society of Birmingham, where he exchanged ideas with other scientists, including James Watt, and was known for his significant mechanical inventions. However, Edgeworth's real interest was education: in this 1788 two-volume work, written with his daughter, the poet Maria Edgeworth, he draws on his own experience of raising 20 children, from which the work derives its authority and innovative character. The work was very influential, and led to his Essays on Professional Education. The two volumes discuss the theories of philosophers and educationalists, while in general arguing for the importance and formative character of early childhood experiences. Volume 1 deals with different areas of childhood education, including play, learning, and obedience and good behaviour.

Education --- Child rearing --- Personality development --- Character development --- Character formation --- Development, Character --- Development, Personality --- Formation, Character --- Child psychology --- Child raising --- Children --- Raising of children --- Rearing of children --- Training of children --- Child care --- Development and guidance --- Management --- Training

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Moral education --- Personality development --- Ethics --- Philosophy, Chinese --- Education morale --- Morale --- Personnalité --- Philosophie chinoise --- Congresses --- Congrès --- Développement --- History --- S12/0213 --- S14/0300 --- S14/0200 --- S14/0450 --- S02/0200 --- -Moral education --- -Personality development --- -Character development --- Character formation --- Development, Character --- Development, Personality --- Formation, Character --- Child psychology --- Character education --- Ethical education --- Child rearing --- Education --- Religious education --- China: Philosophy and Classics--Ethics --- China: Education--History of traditional education (incl. examination system) --- China: Education--General works --- China: Education--Contemporary education since 1949 --- China: General works--Civilization and culture --- -China: Philosophy and Classics--Ethics --- Personnalité --- Congrès --- Développement --- Character development --- Personality development - China --- Moral education - China - History --- Moral education - China

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Infant. --- Child. --- Cognition. --- Personality Development. --- Self Concept. --- Cognition in children --- -Human information processing in children --- -Personality development --- -Character development --- Character formation --- Development, Character --- Development, Personality --- Formation, Character --- Child psychology --- Human information processing (Child psychology) --- Information processing in children --- Cognition (Child psychology) --- Thought and thinking in children --- Self-Perception --- Self Esteem --- Self Perception --- Concept, Self --- Concepts, Self --- Esteem, Self --- Esteems, Self --- Perception, Self --- Perceptions, Self --- Self Concepts --- Self Esteems --- Self Perceptions --- Self-Perceptions --- Personal Autonomy --- Child Development --- Growth --- Cognitive Function --- Cognitions --- Cognitive Functions --- Function, Cognitive --- Functions, Cognitive --- Children --- Minors --- Infants --- Congresses --- -Congresses --- Human information processing in children --- Personality development --- Child --- Cognition --- Infant --- Personality Development --- Self Concept --- Character development --- Self Confidence --- Confidence, Self

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Mensen veranderen voortdurend, zowel lichamelijk als geestelijk. Hoe is het desondanks mogelijk dat men er niet aan twijfelt dat men een en dezelfde persoon blijft? Hoe komt de eenheid van onze identiteit tot stand – of is die eenheid slechts illusie? In het klassieke filosofische denken ging men ervan uit dat de ziel borg stond voor onze persoonlijke continuïteit. Maar wat als met de opkomst van het moderne denken het bestaan van die ziel wordt aangevochten? Waar de Britse intellectuele wereld in de achttiende eeuw nog grondig verdeeld raakte over deze kwestie, lijkt men hierover vandaag de dag alvast een consensus te hebben bereikt: bijna iedere hedendaagse filosoof en wetenschapper gaat ervan uit dat er geen ziel bestaat. De vraag naar de oorsprong en grond van onze persoonsidentiteit wordt hiermee prangender dan ooit tevoren

Character development --- Character formation --- Development [Character ] --- Development [Personality ] --- Développement de la personalité --- Formation [Character ] --- Identiteit (Filosofie) --- Identiteit (Filosofisch begrip) --- Identity (Philosophical concept) --- Identité (Concept philosophique) --- Identité (Philosophie) --- Même (Philosophie) --- Mêmeté (Philosophie) --- Ontwikkeling van de persoonlijkheid --- Personality development --- Personalité [Développement de la ] --- Persoonlijkheidsontwikkeling --- Principe d'identité --- Human body --- Psychological aspects --- Mind and body --- Identity (Psychology)

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Abandoned children --- Adolescent psychology --- Personality development --- Social work with youth --- Character development --- Character formation --- Development, Character --- Development, Personality --- Formation, Character --- Adolescence --- Teenagers --- Children, Abandoned --- Exposed children --- Institutional care --- Psychology --- SOS Children's Villages. --- SOS-Kinderdorf International --- Villages internationaux d'enfants SOS --- Aldeas Infantiles-SOS --- Child psychology --- Homeless children