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This collection of original contributions by leading researchers celebrates the 1996 centenary of the births of the two most seminal figures in education and developmental psychology - Jean Piaget and Lev Vygotsky. Research in their footsteps continues worldwide and is growing.
What are the implications for the future for this extensive programme? Which of the large body of findings has proved most important to current research? Based around five themes, these original contributions cover educational intervention and teaching, social collaboration and learning, cognitive skills and domains, the measurement of development and the development of modal understanding.

Jean Piaget is one of the greatest names in psychology. A knowledge of his ideas is essential for all in psychology and education. Sociological Studies is one of his major works to remain untranslated. Now an international team of Piaget experts has got together to ensure that this important work is available in English. This classic text, exploring the role of social experience in the development of understanding, shows the general perception of Piaget as someone who took insufficient account of social factors in psychology to be false.

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.

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.

Full Contributors:
Professor Michael Beveridge, University of Bristol; Professor Michael Shayer, University of Cambridge; Dr. Gerard Duveen, University of Cambridge; Professor A.N. Perret-Clermont, Universite de Neuchatel, Switzerland; Professor Peter Bryant, University of Oxford; Professor Lauren Resnick, University of Pittsburg, USA; Dr. Trevor Bond, James Cook University, Australia; Dr. Margaret Chalmers, University of Edinburgh; Dr. Brendan McGonigle, University of Edinburgh; Dr. Paul Harris, University of Oxford; Professor Deanna Kuhn, Columbia University, USA; Dr. Julie Dockrell, Institute of Education, London; Dr. P. Tomlinson, University of Leeds; Dr. R. Campbell, Stirling University; Dr. Gerry Finn Strathclyde University; Dr. Jon Ridgeway, Lancaster University; Professor Kathy Sylva, Institute of Education, London

Jean Piaget is one of the greatest names in psychology. A knowledge of his ideas is essential for all in psychology and education. Sociological Studies is one of his major works to remain untranslated. Now an international team of Piaget experts has got together to ensure that this important work is available in English.
This classic text, exploring the role of social experience in the development of understanding, shows the general perception of Piaget as someone who took insufficient account of social factors in psychology to be false.

First published in 1996. Routledge is an imprint of Taylor & Francis, an informa company.

Among the many conceits of modern thought is the idea that philosophy, tainted as it is by subjective evaluation, is a shaky guide for human affairs. People, it is argued, are better off if they base their conduct either on know-how with its pragmatic criterion of truth (i.e., possibility) or on science with its universal criterion of rational necessity. Since Helmholtz, there has been increasing concern in the life sciences about the role of reductionism in the construction of knowledge. Is psychophysics really possible? Are biological phenomena just the deducible results of chemical phenomena? And if life can be reduced to molecular mechanisms only, where do these miraculous molecules come from, and how do they work? On a psychological level, people wonder whether psychological phenomena result simply from genetically hardwired structures in the brain or whether, even if not genetically determined, they can be identified with the biochemical processes of that organ. In sociology, identical questions arise. If physical or chemical reduction is not practicable, should we think in terms of other forms of reduction, say, the reduction of psychological to sociological phenomena or in terms of what Piaget has called the "reduction of the lower to the higher" (e.g., teleology)? All in all, then, reductionism in both naive and sophisticated forms permeates all of human thought and may, at least in certain cases, be necessary to it. If so, what exactly are those cases? The papers collected in this volume are all derived from the 29th Annual Symposium of the Jean Piaget Society. The intent of the volume is to examine the issue of reductionism on the theoretical level in several sciences, including biology, psychology, and sociology. A complementary intent is to examine it from the point of view of the practical effects of reductionistic doctrine on daily life.

Among the many conceits of modern thought is the idea that philosophy, tainted as it is by subjective evaluation, is a shaky guide for human affairs. People, it is argued, are better off if they base their conduct either on know-how with its pragmatic criterion of truth (i.e., possibility) or on science with its universal criterion of rational necessity.

Since Helmholtz, there has been increasing concern in the life sciences about the role of reductionism in the construction of knowledge. Is psychophysics really possible? Are biological phenomena just the deducible results of chemical phenomena? And if life can be reduced to molecular mechanisms only, where do these miraculous molecules come from, and how do they work? On a psychological level, people wonder whether psychological phenomena result simply from genetically hardwired structures in the brain or whether, even if not genetically determined, they can be identified with the biochemical processes of that organ. In sociology, identical questions arise.

If physical or chemical reduction is not practicable, should we think in terms of other forms of reduction, say, the reduction of psychological to sociological phenomena or in terms of what Piaget has called the "reduction of the lower to the higher" (e.g., teleology)? All in all, then, reductionism in both naive and sophisticated forms permeates all of human thought and may, at least in certain cases, be necessary to it. If so, what exactly are those cases?

The papers collected in this volume are all derived from the 29th Annual Symposium of the Jean Piaget Society. The intent of the volume is to examine the issue of reductionism on the theoretical level in several sciences, including biology, psychology, and sociology. A complementary intent is to examine it from the point of view of the practical effects of reductionistic doctrine on daily life.

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.

This textbook describes the field of radio and television in the United States, presents the material in a manner the reader can grasp and enjoy, and makes the book useful for the classroom teacher.
Written for adaptation to individual teaching situations, the book is divided by subject matter into logical chapter divisions that can be assigned in the order appropriate for specific course students. Each chapter stands by itself, but the book is also an integrated whole. It is easy to understand at first reading, by beginning radio-television majors or nonmajor elective students alike. To give readers a complete picture of the field, subjects such as ethics, careers, and rivals to U.S. commercial radio and television are included.

This textbook describes the field of radio and television in the United States, presents the material in a manner the reader can grasp and enjoy, and makes the book useful for the classroom teacher. Written for adaptation to individual teaching situations, the book is divided by subject matter into logical chapter divisions that can be assigned in the order appropriate for specific course students. Each chapter stands by itself, but the book is also an integrated whole. It is easy to understand at first reading, by beginning radio-television majors or nonmajor elective students alike. To give readers a complete picture of the field, subjects such as ethics, careers, and rivals to U.S. commercial radio and television are included.

A study of the popular modern dramatists and the continuity of the farce tradition from Pinero to Travers, the Whitehall team and Orton which examines and questions some of the common assumptions about its nature. Farce techniques are shown to be increasingly used in serious drama.

Originally published in 1954, the purpose of this book was to provide a set of practical exercises for young engineers wishing to apply mathematical principles to problems confronting them in the workshop. The text was designed primarily for use in the Technical Secondary School, the County College, and the Works Training School. It will be of value to anyone with an interest in the development of engineering and educational practice.

Jean Piaget (1896-1980) was listed among the 100 most important persons in the twentieth century by Time magazine, and his work - with its distinctive account of human development - has had a tremendous influence on a range of disciplines from philosophy to education, and notably in developmental psychology. The Cambridge Companion to Piaget provides a comprehensive introduction to different aspects of Piaget's work in a manner that does not eschew engagement with the complexities of subjects or debates yet is accessible to upper-level undergraduate students. Each chapter is a specially commissioned essay written by an expert on the subject matter. Thus, the book will also be of interest to academic psychologists, educational psychologists, and philosophers.

'A kind of epic poem, one that moves in circular fashion from passionate denunciation to intense autobiographical reflection ... should be required reading for every MP, peer, councillor, civil servant and commentator. The fury and sense of powerlessness that so many people feel at government policy beam out of every page.' The Guardian 'It is not enough to read Harry's record of the struggles and hopes of a generation - we have to re-assert his principles of common ownership and the welfare state. If Harry can do it, we should too!' Ken Loach, Director of I, Daniel Blake 'As one of the last remaining survivors of the Great Depression and the Second World War, I will not go gently into that good night. I want to tell you what the world looks like through my eyes, so that you can help change it.' In November 2013, 91-year-old Yorkshireman, RAF veteran and ex-carpet salesman Harry Leslie Smith's Guardian article - 'This year, I will wear a poppy for the last time' - was shared over 80,000 times on Facebook and started a huge debate about the state of society. Now he brings his unique perspective to bear on NHS cutbacks, benefits policy, political corruption, food poverty, the cost of education - and much more. From the deprivation of 1930s Barnsley and the terror of war to the creation of our welfare state, Harry has experienced how a great civilisation can rise from the rubble. But at the end of his life, he fears how easily it is being eroded. Harry's Last Stand is a lyrical, searing modern invective that shows what the past can teach us, and how the future is ours for the taking. 'Smith's unwavering will to turn things around makes for inspirational reading.' Big Issue North '[With] sheer emotional power ... Harry Leslie Smith reminds us what society without good public services actually looks and feels like.' New Statesman