Piaget and Education: Aspects of a Theory

Notes

• D. Elkind and J. Flavell , “Introduction,” Studies in Cognitive Development: Essays in Honor of Jean Piaget ( New York : Oxford University Press , 1969 ), p.xviii.
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• For example, J. L. Phillips , The Origins of Intellect: Piaget's Theory ( New York : Freeman Press , 1975 ).
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• J. Piaget , “Apprentissage et Connaissance” (premiere partie) in Etudes d'epistemologie genetique, Vol. 7, Apprentissage et Connaissance , ed. P. Greco and J. Piaget ( Paris : Presses Universitaires de France , 1959 ); J. Piaget, “Apprentissage et Connaissance,” (seconde partie) in Etudes d'espistemologie genetique, Vol. 10, La Logique de Apprentissages, ed. M. Goustard et al. (Paris: Presses Universitaires de France, 1959).
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• J. Piaget , “The Genetic Approach to the Psychology of Thought,” Journal of Educational Psychology 52 ( 1961 ): 275 – 81
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• J. Piaget , “Development and Learning,” Journal of Research in Science Teaching 2 ( 1964 ): 176 – 86
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• J. Piaget , The Science of Education and the Psychology of the Child ( New York : The Viking Press , 1971 ).
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• J. Piaget , To Understand is to Invent ( New York : Grossman , 1974 ).
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• Piaget , Science of Education , p. 138 .
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• E. Duckworth , “Piaget Rediscovered,” in Piaget Rediscovered , ed. R.E. Ripple and U.N. Rockcastle ( Ithaca , N.Y. : Cornell University Press , 1964 ), p. 5 .
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• Piaget , To Understand.
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• Duckworth , “ Piaget ,” p. 5 .
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• Piaget , Science of Education , p. 26 .
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• Ibid. , p. 78 .
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• A. Bellack et al., Language of the Classroom ( New York : Teachers College Press , 1966 ).
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• R. C. Sprinthall and N. A. Sprinthall , Educational Psychology: A Developmental Approach ( Reading , Ma. : Addison-Wesley , 1974 ).
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• N. Isaacs , Children's Ways of Knowing ( New York : Teachers College Press , 1974 ), p. 166 .
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• Piaget , Science of Education , p. 137 .
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• Piaget , To Understand.
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• Piaget , Science of Education , p. 26 .
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• Ibid.
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• It should be noted that Piaget's concept of constructivism, as we shall see shortly, emphasizes an element of activity (construction) even in the acquisition of “ conventionally ” set bodies of knowledge. Thus from the standpoint of genetic epistemology, all knowledge is constructed.
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• Piaget , Science of Education , p. 78 .
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• For example, see Isaacs, Children's Ways; C. Silberman , Crisis in the Classroom ( New York : Vintage , 1970 ); G. Dennison, The Lives of Children (New York: Vintage, 1969).
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• J. Piaget , Principles of Genetic Epistemology ( New York : Basic Books , 1972 ).
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• Piaget , Science in Education , p. 78 .
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• Ibid. , p. 29 .
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• F. Smith , Comprehension and Learning ( New York : Holt, Rinehart and Winston , 1975 ).
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• Piaget , Principles.
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• Piaget uses the term “ intelligence ” to refer to sensorimotor adaptations while he reserves the term “thought” to refer to all periods which follow. This is not accidental for sensorimotor intelligence is not in any way reflective.
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• Piaget , Science of Education , p. 170 .
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• It has been shown that unschooled children attain various mental operations even though they lag behind schooled children; e.g., see J. Goodnow and G. Benton, “Piaget's Tasks: The Effects of Schooling and Intelligence,” Child Development 37 (1966):573–82.
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