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For fifty years Bärbel Inhelder (1913-1997) was the research companion of Jean Piaget. In this unique volume, published in her honour, leading international researchers examine the various aspects of her work and ideas and her contribution to developmental psychology. Following an initial chapter establishing Inhelder's stature as an independent researcher in her own right, the various research topics that she explored are reviewed and discussed with specific reference to her own perspective and in the chronological order in which she approached them. While the book explores Inhelder's work with her more famous colleague, it also highlights areas of research in which her ideas were at variance with those of Piaget, such as mental imagery, and areas in which her innovations have not been fully recognised, such as her discovery of the formal operations stage - an event usually attributed to Piaget - and her introduction of longitudinal studies in the field of cognitive development. Her research, viewpoint and contribution in other fields such as mental retardation, learning, and cross-cultural issues in development are also discussed. The final chapter, written by Inhelder herself, deals with experimental reasoning in children and adolescents and provides a glimpse of her creativity.
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This volume is the outcome of a long and passionate debate about
two pivotal figures in psychology: Jean Piaget and Lev Vygotsky.
The occasion was a week-long advanced course held at the Jean
Piaget Archives in Geneva. The most interesting outcome of the
meeting is that, in spite of differences in aims and scope
(epistemogenesis versus psychogenesis), in units of analysis
(events versus action) and in social content (Swiss capitalism
versus Soviet communism), both Piaget and Vygotsky reached a
similar conclusion: knowledge is constructed within a specific
material and social content. Moreover, their views complement each
other perfectly: where Vygotsky insists on varieties of
psychological experiences, Piaget shows that out of diversity grows
universality, so much so that the more communist of the two is not
necessarily the one who was so labelled. This book is not only of
interest to developmental, social and learning psychologists, but
also deals with issues pertinent to education, epistemology,
language, thought and cognition, anthroplogy, and philosophy. Its
clear presentation should also make it of interest to the general
reader.
For fifty years Barbel Inhelder (1913-1997) was the research
companion of Jean Piaget. In this unique volume, published in her
honour, leading international researchers examine the various
aspects of her work and ideas and her contribution to developmental
psychology. Following an initial chapter establishing Inhelder's
stature as an independent researcher in her own right, the various
research topics that she explored are reviewed and discussed with
specific reference to her own perspective and in the chronological
order in which she approached them. While the book explores
Inhelder's work with her more famous colleague, it also highlights
areas of research in which her ideas were at variance with those of
Piaget, such as mental imagery, and areas in which her innovations
have not been fully recognised, such as her discovery of the formal
operations stage - an event usually attributed to Piaget - and her
introduction of longitudinal studies in the field of cognitive
development. Her research, viewpoint and contribution in other
fields such as mental retardation, learning, and cross-cultural
issues in development are also discussed. The final chapter,
written by Inhelder herself, deals with experimental reasoning in
children and adolescents and provides a glimpse of her creativity.
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