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A milestone of child psychology, The Child's Conception of the
World explores the ways in which the reasoning powers of young
children differ from those of adults. What conceptions of the world
does the child naturally form at the different stages of its
development? To what extent does the child distinguish the external
world from an internal or subjective world and what limits does he
or she draw between the self and objective reality? These questions
make up the first problem, the child's notion of reality. A second
fundamental problem is the significance of explanations put forward
by the child. What use does he or she make of the notions of cause
and law? Is the form of explanation presented by the child a new
type? These and like questions form the second problem, the child's
notion of causality. Jacques Voneche, Director of the Piaget
Archives in Geneva, Switzerland, provides a preface to this classic
in which he reveals the provanance of The Child's Conception of the
World within the context of Piaget's other work and the
then-burgeoning field of developmental psychology.
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.
The distinction between norms and facts is long-standing in
providing a challenge for psychology. Norms exist as directives,
commands, rules, customs and ideals, playing a constitutive role in
human action and thought. Norms lay down 'what has to be' (the
necessary, possible or impossible) and 'what has to be done' (the
obligatory, the permitted or the forbidden) and so go beyond the
'is' of causality. During two millennia, norms made an essential
contribution to accounts of the mind, yet the twentieth century
witnessed an abrupt change in the science of psychology where norms
were typically either excluded altogether or reduced to causes. The
central argument in this book is twofold. Firstly, the approach in
twentieth-century psychology is flawed. Secondly, norms operating
interdependently with causes can be investigated empirically and
theoretically in cognition, culture and morality. Human development
is a norm-laden process.
The distinction between norms and facts is long-standing in
providing a challenge for psychology. Norms exist as directives,
commands, rules, customs and ideals, playing a constitutive role in
human action and thought. Norms lay down 'what has to be' (the
necessary, possible or impossible) and 'what has to be done' (the
obligatory, the permitted or the forbidden) and so go beyond the
'is' of causality. During two millennia, norms made an essential
contribution to accounts of the mind, yet the twentieth century
witnessed an abrupt change in the science of psychology where norms
were typically either excluded altogether or reduced to causes. The
central argument in this book is twofold. Firstly, the approach in
twentieth-century psychology is flawed. Secondly, norms operating
interdependently with causes can be investigated empirically and
theoretically in cognition, culture and morality. Human development
is a norm-laden process.
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