Jean Piaget And Neuch Tel

Taking a socio-historical and cultural perspective, this book looks at Jean Piaget's own growth from childhood to scientific life. The international and multidisciplinary contributors examine the milieu in which Piaget was born and educated, and search for traces of the experiences, social relationships, commitments and debates that peppered his childhood and adolescence, and informed his future academic career.

In his detailed account of Jean Piaget's childhood and adolescence Neuchatel -Vidal reveals a little-known Piaget, a youth whose struggle to reconcile science and faith adds a new dimension to our understanding of the great psychologist's life, thought, and work.

We have written this book in the hope of assisting the beginning student of Piaget. It is a brief introduction to his basic ideas and findings concerning the child's intellectual development. We hope that the book will be useful to students, particularly undergraduates, in psychology, education, and allied fields. The book may be used as supplementary reading, in whole or part, in courses dealing with child psychology, cognition, educational psychology, and so on. We hope, too, that the book may be read with profit by the general reader. - Preface.

No two people were more responsible for the current way lessons are taught worldwide than Jean Piaget and Lev Vygotsky. Both men had an important impact worldwide on how a person should be taught--starting in the last century and continuing today. Jean Piaget's Genetic Epistemology concentrated on the individual in learning. Lev Vygotsky's Cultural–Historical Theory concentrated on the social in learning. All over the world, teachers today use each man's ideas. Some use them at different times in their classrooms and others have learned to use them combined into the same lesson--bringing us to the crux of this book; namely, there are many lessons to learn by discovering the dynamics in the lives of both men. While both were from very different countries, there are many similarities in their lives. While most professors teaching introductory educational psychology courses focus on the difference in their lesson strategies, there are some remarkable similarities between their respective pedagogies. While differences in their families and countries were obviously significant, the two men differed surprisingly little in their pedagogical views and their basic ideas. Their similarities in views and ideas are due to the similarities in their lives. Chapter 1 looks at those similarities by looking at influences in their childhood. Chapter 2 observes their adolescence. Chapter 3 concentrates on young adulthood. Chapter 4 covers their postgraduate work. Chapter 5 traces the origins of their major ideas. For Jean Piaget, we look at the origin of chronological stages of development, the role of language, the role of the teacher, optimal mismatch, equilibration, error, and play. For Lev Vygotsky, we look at the origin of zone of proximal development, internalization, stage of development, "the social other," role of language, error, sociohistorical context of learning, scaffolding and play. Chapter 6 deals with how Jean Piaget and Lev Vygotsky were able to overcome adversity and the lessons that can be learned by such overcoming. Chapter 7 provides a new pedagogy based on the communications that Jean Piaget and Lev Vygotsky had with each other, noting the influence such communications had on their mutual ideas.

This is a selection of the most important of Piaget's writings spanning a period of some seventy years. These writings cover Piaget's contribution to modern psychological knowledge in a way that clarifies and illuminates his aims, ideas, and underlying themes.--From back cover.

After Piaget moves beyond the harsh critiques of Piaget that have for decades circled among the followers of more popular paradigms such as socio-cultural or cognitivism approaches since Piaget lost his prominence. This collection of essays looks at the achievements of Jean Piaget and how his ideas have advanced long after his death. Piaget should be viewed as a thinker who moved towards the adoption of the dialectical perspective in developmental psychology and influenced many contemporaries. The move towards the creation of new models for psychology continues to be the hallmark of the future. Taking the qualitative synthesis of new forms seriouslywas central to Piaget's legacy. The School of Geneva has made possible a variety of empirical extensions of Piaget's general ideas by his students and exemplified the heterogeneity of research traditions that have come into existence. This cutting edge work brings together new developments of ideas and research practices that have grown out of Piaget's tradition and provides a retrospective glance into the intellectual atmospheres of the different periods at which the contributors encountered Piaget. This book continues the fine innovative tradition in the History and Theory of Psychology series edited by Jaan Valsiner.