This volume marks the 20th Anniversary Symposium of the Jean Piaget
Society. Some of the American contributors were among the first to
introduce Piaget to developmental and educational psychology in the
United States, while some of the international contributors worked
with Piaget to develop his program of genetic epistemology and
continue to make significant contributions to it. Within this
volume the possibility of Piaget's paradigm is reviewed not only as
the stuff of normal science, yielding fascinating empirical
questions that linger within it, but also, and more importantly, as
the stuff of revolutionary science, with continuing potential to
comprehensively structure our thinking about developmental theory.
The constructive contribution Piaget's theory has for developmental
theory emerges as four central themes in the volume: understanding
the intentional or semantic aspect of mental life without
abandoning the Piagetian assumption that is rational and committed
to truth testing; examining mental life and its development as a
dialectical relation of function and structure--a relation Piaget
introduced in his study of the developmental relation between
procedural and operational knowledge; exploring new and
interdisciplinary perspectives on equilibration as the driving
force of constructive adaptive processes; understanding social and
historical forces in individual and cultural development--not
necessarily as forces antithetical to Piaget's perspective but as
forces that take on new meaning within his framework which avoids
erroneous dichotomies such as the distinction between subjective
and objective knowledge.
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