ABSTRACT
This chapter examines the philosophical underpinnings of contextualism, adopting Kahlbaugh's argument that contextualism is based on assumptions fundamentally distinct from those of the dialectical (organismic) paradigm. Contextualism is generally associated with the writings of William James, John Dewey and Margaret Mead, and it can be considered all the three, as well as lifespan developmental psychology. There is a steadily accumulating body of research regarding cultural differences in parental beliefs about child development. Ideas about appropriate parenting are determined not only by beliefs about childhood, but also by understanding of the psychology of how children grow. The chapter also presented Margaret Mead's cross-cultural research and her significant contribution on culture in explaining differences in development. Finally, it examines the contributions of the functionalists, those who highlighted the significance of culture in understanding and interpreting development, and lifespan theorizing. There is no doubt that contextualism has had, and continues to exert, a strong impact on the study of child development.
