Abstract
For Professor Egan the eternal context is powered by the binary oppositions exemplified in fairy tales such as love/hate, courage/cowardice, security/anxiety, and so on. He argues that children's narratives stimulate the procession of binary discrimination and mediation, and therefore promote learning far more ‘reaching’ than that conceived by current curriculum design. First we contextualize Egan's remarks within the world of Piaget's genetic epistemology, contrasting Egan's affective scripts with Piaget's cognitive egocentricity. Then we expand the horizons to encompass a theory of mind, making the case that affective egocentric concepts bootstrap and then give way to descriptive, quantitative, and decontextualized concepts. A hallmark of development is indeed a step beyond the eternal context.
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