Originally published in 1993, this monograph addresses a central
problem in Piaget's work, which is the temporal construction of
necessary knowledge. The main argument is that both normative and
empirical issues are relevant to a minimally adequate account of
the development of modal understanding. This central argument
embodies three main claims. One claim is philosophical. Although
the concepts of knowledge and necessity are problematic, there is
sufficient agreement about their core elements due to the
fundamental difference between truth-value and modality. Any
account of human rationality has to respect this distinction. The
second claim is that this normative distinction is not always
respected in psychological research on the origins of knowledge
where emphasis is placed on the procedures and methods used to gain
good empirical evidence. An account of the initial acquisition of
knowledge is not thereby an account of its legitimation in the
human mind. The third claim relates to epistemology. Intellectual
development is a process in which available knowledge is used in
the construction of better knowledge. The monograph identifies
features of a modal model of intellectual construction, whereby
some form of necessary knowledge is always used. Intellectual
development occurs as the reduction of modal errors through the
differentiation and coordination of available forms of modal
understanding. Piaget's work continues to provide distinctive and
intelligible answers to a substantive and outstanding problem.
General
| Imprint: |
Routledge
|
| Country of origin: |
United Kingdom |
| Series: |
Psychology Library Editions: Child Development |
| Release date: |
December 2017 |
| First published: |
1993 |
| Authors: |
Leslie Smith
|
| Dimensions: |
234 x 156mm (L x W) |
| Format: |
Hardcover
|
| Pages: |
250 |
| ISBN-13: |
978-1-138-03786-1 |
| Categories: |
Books >
Social sciences >
Psychology >
Child & developmental psychology
|
| LSN: |
1-138-03786-9 |
| Barcode: |
9781138037861 |
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