Jean Piaget was one of the most salient and inspirational figures in psychological and educational research this century. He was prolific, authoring or editing over eighty books and numerous journal papers which have spawned a huge and fertile continuation of his research over the decades. A major component of any course on children's psychological development and a research tradition that is expanding, scholars need access to the original texts rather than relying on secondhand accounts. Jean Piaget: (...) Selected Works is a chance to acquire key original texts, most of which have been previously unavailable for several years. (shrink)

First published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

First Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

First Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

Jean Piaget was one of the most salient and inspirational figures in psychological and educational research this century. He was prolific, authoring or editing over eighty books and numerous journal papers which have spawned a huge and fertile continuation of his research over the decades. A major component of any course on children's psychological development and a research tradition that is expanding, scholars need access to the original texts rather than relying on secondhand accounts. Jean Piaget: (...) Selected Works is a chance to acquire key original texts, most of which have been previously unavailable for several years. (shrink)

First Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

Our encounters with the physical world are filled with miraculous puzzles-wind appears from somewhere, heavy objects float on oceans, yet smaller objects go to the bottom of our water-filled buckets. As adults, instead of confronting a whole world, we are reduced to driving from one parking garage to another. The Child's Conception of Physical Causality, part of the very beginning of the ground-breaking work of the Swiss naturalist Jean Piaget, is filled with creative experimental ideas for probing the (...) most sophisticated ways of thinking in children. The strength of Piaget's research is evident in this collection of empirical data, systematically organized by tasks that illuminate how things work. Piaget's data are remarkably rich. In his new introduction, Jaan Valsiner observes that Piaget had no grand theoretical aims, yet the book's simple power cannot be ignored. Piaget's great contribution to developmental psychology was his "clinical method"-a tactic that integrated relevant aspects of naturalistic experiment, interview, and observation. Through this systematic inquiry, we gain insight into children's thinking. Reading Piaget will encourage the contemporary reader to think about the unity of psychological phenomena and their theoretical underpinnings. His wealth of creative experimental ideas probes into the most sophisticated ways of thinking in children. Technologies change, yet the creative curiosity of children remains basically unhindered by the consumer society. Piaget's data preserve the reality of the original phenomena. As such, this work will provide a wealth of information for developmental psychologists and those involved in the field of experimental science. Jean Piaget is known for investigations of thought processes. He was professor at Geneva University and director of the International Center for Epistemology. He is the author of The Language and Thought of the Child, Judgment and Reasoning in the Child, The Origin of Intelligence in Children, and The Early Growth of Logic in the Child. Jaan Valsiner is professor of psychology at Clark University, and a recognized authority on the life and work of Piaget. (shrink)

Sommaire :- L'épistémologie et ses variétés - Logique - Épistémologie des mathématiques - Épistémologie de la physique - Épistémologie de la biologie - Épistémologie des sciences humaines - Classification des sciences et principaux courants épistémologiques contemporains. Ouvrage collectif complété d'un index et d'une table analytique.

Jean Piaget, connu comme créateur d'une théorie du développement de l'intelligence chez l'enfant, fut un naturaliste précoce. En 1912, à l'âge de seize ans, il prononça une conférence sur « La vanité de la nomenclature » dans le cadre des activités d'un club de jeunes naturalistes; le manuscrit de cette conférence a été retrouvé récemment. L'introduction à la présente édition du manuscrit essaie de montrer l'importance de ce dernier pour une biographie historique de Piaget. D'une part, « (...) La vanité » est à la fois l'expression la plus synthétique de l'intégration de son auteur au champ de l'histoire naturelle, et le premier signal de sa réorientation vers la biologie philosophique qui jouerait un rôle crucial dans son oeuvre ultérieure. D'autre part, le texte du jeune Piaget illustre la persistance du nominalisme dans la problématique post-darwinienne de l'espèce, et certaines relations entre cette problématique et la philosophie de Henri Bergson. Long before becoming the well-known creator of a theory of the development of intelligence in children, Jean Piaget was a naturalist. In 1912, at the age of sixteen, and as member of a young naturalists' club, he gave a talk called « The Vanity of Nomenclature », the manuscript of which was recently discovered. The introduction to the present edition of that manuscript aims at suggesting its significance for a historical biography of Piaget. On the one hand, Piaget's text is the best exponent of his integration into the field of natural history; however, it is also the first sign of his reorientation towards the philosophical biology that would play a fundamental role in his later work. On the other hand, « The Vanity » illustrates the persistence of nominalism in post-Darwinian thinking about the species, and reveals certain relations between Henry Bergson's philosophy and the history of biology. (shrink)

Le projet de Jean Piaget ne se réduit pas à son œuvre épistémologique. Il prend sa source, dès l'adolescence, dans une volonté de réconcilier la science et la foi. C'est de cette source-là, morale et humaniste, que lui vient son intérêt pour l'éducation. Sa pensée éducative se fonde sur la ferme conviction que la morale est une logique de l'action comme la logique est une morale de la pensée. Il s'ensuit qu'éducation morale et éducation intellectuelle doivent être menées (...) de front, et donc, qu'il faut éduquer la personne entière. Mais l'éducation est ambiguë par essence, selon qu'elle enferme l'enfant dans son égocentrisme intellectuel et la morale conventionnelle ou, au contraire, qu'elle stimule, par une pédagogie appropriée, sa marche vers une plus grande rationalité et une éthique personnelle. Dans de nombreux textes, Piaget explique comment l'école peut aider l'élève, citoyen de demain, à construire sa liberté intérieure, liberté de jugement autant que liberté de conscience. Humaniser l'humanité par l'éducation grâce à l'école, tel est le sens de son engagement - pendant trois décennies - à la tête du Bureau international d'éducation et à l'Unesco. (shrink)

First Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

The ideas upon which public education was founded in the last half of the nineteenth century were wrong. And despite their continued dominance in educational thinking for a century and a half, these ideas are no more right today. So argues one of the most original and highly regarded educational theorists of our time in 'Getting It Wrong from the Beginning'. Kieran Egan explains how we have come to take mistaken concepts about education for granted and why this dooms our (...) attempts at educational reform. (shrink)