The Cambridge companion to Piaget PDF
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The Cambridge Companion to PIAGET Edited by Ulrich Mu¨ller UniversityofVictoria Jeremy I. M. Carpendale SimonFraserUniversity Leslie Smith FreelanceResearcher,LakeDistrict,UK Cambridge Collections Online © Cambridge University Press, 2010 cambridgeuniversitypress Cambridge,NewYork,Melbourne,Madrid,CapeTown,Singapore, Sa˜oPaulo,Delhi,Dubai,Tokyo CambridgeUniversityPress 32AvenueoftheAmericas,NewYork,ny10013-2473,usa www.cambridge.org Informationonthistitle:www.cambridge.org/9780521727198 (cid:2)C CambridgeUniversityPress2009 Thispublicationisincopyright.Subjecttostatutoryexception andtotheprovisionsofrelevantcollectivelicensingagreements, noreproductionofanypartmaytakeplacewithoutthewritten permissionofCambridgeUniversityPress. Firstpublished2009 PrintedintheUnitedStatesofAmerica AcatalogrecordforthispublicationisavailablefromtheBritishLibrary. LibraryofCongressCataloginginPublicationdata TheCambridgecompaniontoPiaget/editors,UlrichMu¨ller,JeremyI.M. Carpendale,LeslieSmith. p. cm.– (Cambridgecompanionstophilosophy) Includesbibliographicalreferencesandindex. isbn978-0-521-89858-4(hardback)–isbn978-0-521-72719-8(pbk.) 1.Piaget,Jean,1896–1980. 2.Cognitioninchildren. 3.Childpsychology. I.Mu¨ller,Ulrich,1964– II.Carpendale,JeremyI.M.,1957– III.Smith, Leslie,1943– bf723.c5c35 2009 154.4(cid:3)13092–dc22 2009010977 isbn 978-0-521-89858-4Hardback isbn 978-0-521-72719-8Paperback CambridgeUniversityPresshasnoresponsibilityforthepersistenceor accuracyofurlsforexternalorthird-partyInternetWebsitesreferredtoin thispublicationanddoesnotguaranteethatanycontentonsuchWebsitesis, orwillremain,accurateorappropriate. Cambridge Collections Online © Cambridge University Press, 2010 contents Contributors pagevii 1 Introduction:Overview 1 ulrichmu¨ller,jeremyi.m.carpendale,and lesliesmith IntroductionI.TheContextofPiaget’sTheory 1 ulrichmu¨ller,jeremyi.m.carpendale,and lesliesmith IntroductionII.JeanPiaget:FromBoytoMan 18 lesliesmith IntroductionIII.ReadingPiagetinEnglish 28 lesliesmith 2 TheHistoricalContextofPiaget’sIdeas 45 maryle`nebennourandjacquesvone`che 3 Piaget’sDevelopmentalEpistemology 64 lesliesmith 4 Piaget’sBiology 94 johng.messerly 5 OntheConcept(s)oftheSocialinPiaget 110 richardf.kitchener 6 PiagetonEquilibration 132 janboom 7 ConstructiveProcesses:Abstraction,Generalization,and Dialectics 150 robertl.campbell 8 PiagetandMethod 171 trevorbondandanastasiatryphon v Cambridge Collections Online © Cambridge University Press, 2010 vi Contents 9 Infancy 200 ulrichmu¨ller 10 Childhood 229 maximilianb.bibok,ulrichmu¨ller,and jeremyi.m.carpendale 11 Adolescence 255 davidmoshman 12 Piaget’sTheoryofMoralDevelopment 270 jeremyi.m.carpendale 13 Piaget’sEnduringContributiontoaScienceof Consciousness 287 michelferrari 14 PiagetandAffectivity 309 bryanw.sokolandstuarti.hammond 15 Piaget’sPedagogy 324 lesliesmith 16 PiagetintheUnitedStates,1925–1971 344 yehhsueh 17 TheMind’sStaircaseRevised 372 thomaskesselring 18 DynamicDevelopment:ANeo-PiagetianApproach 400 l.toddroseandkurtw.fischer Index 423 Cambridge Collections Online © Cambridge University Press, 2010 contributors Maryle`neBennour ArchivesJeanPiaget Gene`ve,Switzerland MaximilianB.Bibok DepartmentofPsychology SimonFraserUniversity Canada TrevorBond FacultyofEducationStudies&GraduateProgrammesOffice HongKongInstituteofEducation China JanBoom DepartmentofDevelopmentalPsychology UniversiteitUtrecht TheNetherlands RobertL.Campbell DepartmentofPsychology ClemsonUniversity UnitedStates JeremyI.M.Carpendale DepartmentofPsychology SimonFraserUniversity Canada MichelFerrari OntarioInstituteforStudiesinEducation UniversityofToronto Canada vii Cambridge Collections Online © Cambridge University Press, 2010 viii Contributors KurtW.Fischer GraduateSchoolofEducation HarvardUniversity UnitedStates StuartI.Hammond DepartmentofPsychology SimonFraserUniversity Canada YehHsueh CollegeofEducation TheUniversityofMemphis UnitedStates ThomasKesselring Institutfu¨rPhilosophie Universita¨tBern Switzerland RichardF.Kitchener DepartmentofPhilosophy ColoradoStateUniversity UnitedStates JohnG.Messerly DepartmentofPhilosophy AustinCommunityCollege UnitedStates DavidMoshman EducationalPsychology UniversityofNebraska UnitedStates UlrichMu¨ller DepartmentofPsychology UniversityofVictoria Canada L.ToddRose CenterforAppliedSpecialTechnology(CAST) Wakefield,MA UnitedStates Cambridge Collections Online © Cambridge University Press, 2010 Contributors ix LeslieSmith ProfessorEmeritus,LancasterUniversity,andfreelanceresearcher LakeDistrict UnitedKingdom BryanW.Sokol DepartmentofPsychology St.LouisUniversity UnitedStates AnastasiaTryphon FacultyofPsychologyandEducationalSciences Universite´ deGene`ve Switzerland JacquesVone`che FacultyofPsychologyandEducationalSciences Universite´ deGene`ve Switzerland Cambridge Collections Online © Cambridge University Press, 2010 Cambridge Collections Online © Cambridge University Press, 2010 thecambridgecompanionto PIAGET JeanPiaget(1896–1980)waslistedamongthe100mostimportantper- sons in the 20th century by Time magazine, and his work – with its distinctiveaccountofhumandevelopment–hashadatremendousinflu- enceonarangeofdisciplinesfromphilosophytoeducation,andnotably indevelopmentalpsychology.TheCambridgeCompaniontoPiagetpro- videsacomprehensiveintroductiontodifferentaspectsofPiaget’swork in a manner that does not eschew engagement with the complexities ofsubjectsordebatesyetisaccessibletoupper-levelundergraduatestu- dents. Each chapter is a specially commissioned essay written by an expertonthesubjectmatter.Thus,thebookwillalsobeofinterestto academicpsychologists,educationalpsychologists,andphilosophers. UlrichMu¨llerisassociateprofessorofdevelopmentalpsychologyatthe UniversityofVictoria.Hisresearchfocusesonthedevelopmentofprob- lem solving and social understanding in infants and preschoolers. He currentlyservesontheboardofdirectorsoftheJeanPiagetSocietyandis anassociateeditorofNewIdeasinPsychology.HeistheeditorofDevel- opmentalPerspectivesonEmbodimentandConsciousness(withWillis Overton and Judith Newman) and Social Life and Social Knowledge: TowardaProcessAccountofDevelopment(withJeremyI.M.Carpen- dale,NancyBudwig,andBryanSokol).HereceivedtheEarlyScientific AchievementAwardfromtheSocietyofResearchinChildDevelopment in2005. Jeremy I. M. Carpendale is professor of developmental psychology at Simon Fraser University. He has published in the areas of cognitive, socialcognitive,andmoraldevelopment.Hisworkfocusesonthenature anddevelopmentofthinkingaboutsocialandmoralmattersandtherole oflanguageandsocialinteractioninsuchdevelopment.Heisanassociate editorofNewIdeasinPsychologyandauthorofHowChildrenDevelop Social Understanding (with Charlie Lewis). He is an editor of several books, including Social Life and Social Knowledge: Toward a Process AccountofDevelopment(withUlrichMu¨ller,NancyBudwig,andBryan Sokol). LeslieSmithisafreelanceresearcherbasedintheLakeDistrictinnorth- westEnglandandprofessoremeritusatLancasterUniversity.Heiscur- rentlyanassociateeditorofNewIdeasinPsychology.Hismaininterests areinPiaget’stheory,children’smathematicslearning,andthenormativ- ityofhumandevelopment.Hispublishedworkincludesadozenbooks, most recently Norms in Human Development (as editor, with Jacques Vone`che). His monograph Piaget’s Developmental Epistemology is in preparationforpublicationbyCambridgeUniversityPress. Cambridge Collections Online © Cambridge University Press, 2010 ulrich mu¨ller, jeremy i. m. carpendale, and leslie smith 1 Introduction Overview This introduction is in three parts. In the first part, we comment on therelevanceofepistemologyforpsychologyandviceversa.Inthiscon- text,webrieflyelaborateonPiaget’sepistemologicalframework,address somecommonmisconceptionsthatarisefromanoverlypsychological interpretationofhistheory,andintroducethedifferentchaptersofthis volume. In the second part, Leslie Smith provides a short biography of Piaget. The third part, also by Leslie Smith, points out a number of problems that readers of the English translations of Piaget’s work will encounter. introduction i. the context of piaget’s theory UlrichMu¨ller,JeremyI.M.Carpendale,andLeslieSmith The receptionof Piaget’s work andPiaget’s reaction toward this recog- nitionpresentaninterestingpuzzle.Ontheonehand,Piagetiswidely recognized for his work on child psychology. For example, in an arti- cle on Piaget appearing in a series of papers summarizing the work of eminentdevelopmentalpsychologists,HarryBeilin(1992,p.191)wrote the following: “No one affected developmental psychology more than Jean Piaget (1896–1980). From his earliest publications in the 1920s to the time of his death, the influence he exercised was extraordinary. His theory...has no rival in developmental psychology in scope and depth....ThenumberofexperimentsconductedbyPiagetandhiscol- leagues has never been tabulated, but it is unrivaled in the history of developmentalpsychology.”Ontheotherhand,Piagetexpressedmixed feelings about the reception of his work. For example, toward the end of his career, Piaget (Bringuier, 1977/1980, p. 54) made this comment on the recognition of his work: “I am pleased by it, of course. But it is prettycatastrophicwhenIseehowI’munderstood.” 1 Cambridge Collections Online © Cambridge University Press, 2010
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