By Leslie Smith
Serious Readings on Piaget is a follow-up to Piaget: serious checks, a set of eighty-three papers facing the critique of Piaget's paintings in psychology, schooling and philosophy through the interval 1950-90. This new assortment tracks advancements within the latest released paintings through the interval 1990-95, with an vital advisor and editorial observation by way of Leslie Smith. This selection of detailed stories in this 5 12 months interval presents high-profile and interesting examples from present study during this sector.
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Extra info for Critical Readings on Piaget
4 Jacques Vonèche More recently, Heider (1946) has used the principle of equilibrium to explain the coherence of the social behaviour of an individual. e. if all are positive or negative), and if entities with different dynamic characters are segregated from each other. If no balanced state exists, then focus toward this state will arise. Either the dynamic characters will change, or the unit relations will be changed through action or through cognitive reorganization. If a change is not possible, the state of imbalance will produce tension.
The teaching procedures that are based on the constructivist theory do not claim novelty or originality. Good teachers have always known all this and more, but they did not find it in the traditional dogma of instruction. They came to it by intuition or as a result of many trials and failures. Constructivism provides a model of cognition that leads directly to a method of teaching that credits the student with the power to become an active learner. Some tentative directives can be summarized as follows: 1 2 3 4 5 Training aims at the ability to repeat the performance of a given activity and it must be distinguished from teaching.
1991a; Steffe 1991). Some of these applications are now yielding longitudinal studies with elementary school classes followed over two or three years. , Cobb et al. 1992b). The teaching procedures that are based on the constructivist theory do not claim novelty or originality. Good teachers have always known all this and more, but they did not find it in the traditional dogma of instruction. They came to it by intuition or as a result of many trials and failures. Constructivism provides a model of cognition that leads directly to a method of teaching that credits the student with the power to become an active learner.