Genetic epistemology analyzes the growth of knowledge both in the individual person (genetic psychology) and in the socio-historical realm (the history of science). But what the relationship is between the history of science and genetic psychology remains unclear. The biogenetic law that ontogeny recapitulates phylogeny is inadequate as a characterization of the relation. A critical examination of Piaget's Introduction à l'Épistémologie Généntique indicates these are several examples of what I call stage laws common to both areas. (...) Furthermore, there is at least one example of a paradoxical inverse relation between the two — geometry. Both similarities and differences between the two domains require an explanation, a developmental explanation. Although such an explanation seems to be psychological in nature, it is not merely empirical but also normative (since psychology is both factual and normative according to Piaget). Hence genetic epistemology need not be reduced to psychology (narrowly conceived), but rather should be seen as being both empirical and normative and thus similar to certain types of contemporary philosophy of science. (shrink)

This paper concerns Jean Piaget's (1896–1980) philosophy of science and, in particular, the picture of scientific development suggested by his theory of genetic epistemology. The aims of the paper are threefold: (1) to examine genetic epistemology as a theory concerning the growth of knowledge both in the individual and in science; (2) to explicate Piaget's view of ‘scientific progress’, which is grounded in his theory of equilibration; and (3) to juxtapose Piaget's notion of progress with Thomas (...) Kuhn's (1922–1996). Issues of scientific continuity, scientific realism and scientific rationality are discussed. It is argued that Piaget's view highlights weaknesses in Kuhn's ‘discontinuous’ picture of scientific change. (shrink)

Although the idiom “genesis and structure” is usually associated with the rise of structuralism in the late 1950s and early 1960s, the two notions are arguably among the most persistent methods in the history of modern philosophy. This article outlines the emergence of “genetic epistemology” in the seventeenth century, when the seemingly antithetical character of the conceptual pair was reworked into a productive epistemological theory, especially in Descartes, Hobbes, Spinoza, and Leibniz, who increasingly used diachronic (genetic) narratives (...) to explain the synchronic (structural) features in their theories. Against Cassirer, I argue that it was Descartes rather than Hobbes who first presented structural issues genetically. In Descartes’ natural philosophy, his frequent claims that showing how a thing is produced reveals its true nature foreshadow precisely what Hobbes and Isaac Barrow later describe as causal definitions of geometric figures, in which the process of ideal generation by motion is what constitutes the very essence of a figure. I link this method to the historicizing discourse on origins in the Enlightenment and conclude by suggesting that there is a trace of Platonic idealism in genetic epistemology. (shrink)

Several philosophers have questioned the possibility of a genetic epistemology, an epistemology concerned with the developmental transitions between successive states of knowledge in the individual person. Since most arguments against the possibility of a genetic epistemology crucially depend upon a sharp distinction between the genesis of an idea and its justification, I argue that current philosophy of science raises serious questions about the universal validity of this distinction. Then I discuss several senses of the (...) class='Hi'>genetic fallacy, indicating which sense of ‘genesis’ is relevant to epistemology. Next I consider the objection that psychology is irrelevant to epistemology, and that since "genetic epistemology" is really psychology, "genetic epistemology" is irrelevant to a real epistemology. Finally, I take up the objection that nothing discovered in genetic psychology could be relevant to a genetic epistemology. These last two arguments are based upon what I claim to be a mistaken notion of the nature of psychology. Suitably interpreted, psychology can assist genetic epistemology precisely in the way that the history of science assists current philosonhv of science. *I owe considerable thanks to Jann Benson, Ken Freeman, Bernie Rollin and Ron Williams for their helpful discussions concerning many of the issues discussed in this paper. I also wish to thank David Hamlyn, John Heil, William Lycan, Harvey Siegel and an anonymous reviewer for their comments and suggestions. It goes without saying that none of these individuals (especially Hamlyn and Siegel) necessarily agree with me. An earlier version of this paper was read at Colorado State University where the audience's comments were beneficial. (shrink)

_ Source: _Page Count 30 GER Lloyd discerns two conflicting hypotheses concerning human cognition: cross-cultural universality and cultural relativity. The history of science is one discipline among many actively contributing to our understanding of human cognition at present. Not surprisingly, then, the dichotomy is also present in the history of science. In contrast to current approaches to the history of science, which highlight cultural relativity, genetic epistemology, which is conceived by Jean Piaget as a science of the acquisition (...) of knowledge, emphasises cross-cultural universality. Using the multidimensionality of phenomena and different styles of inquiry, I will argue that there is no inherent contradiction in the different approaches to the history of science. However, the amicable co-existence of both approaches has been undermined by Peter Damerow, who criticised the applicability of genetic epistemology to the historical development of knowledge on historical and theoretical grounds. In this paper, I will review Damerow’s theoretical critique, and, in formulating a response, I will argue that genetic epistemology cannot be dismissed as one of many legitimate styles of inquiry into the history of science on the basis of this critique. (shrink)

_ Source: _Page Count 30 GER Lloyd discerns two conflicting hypotheses concerning human cognition: cross-cultural universality and cultural relativity. The history of science is one discipline among many actively contributing to our understanding of human cognition at present. Not surprisingly, then, the dichotomy is also present in the history of science. In contrast to current approaches to the history of science, which highlight cultural relativity, genetic epistemology, which is conceived by Jean Piaget as a science of the acquisition (...) of knowledge, emphasises cross-cultural universality. Using the multidimensionality of phenomena and different styles of inquiry, I will argue that there is no inherent contradiction in the different approaches to the history of science. However, the amicable co-existence of both approaches has been undermined by Peter Damerow, who criticised the applicability of genetic epistemology to the historical development of knowledge on historical and theoretical grounds. In this paper, I will review Damerow’s theoretical critique, and, in formulating a response, I will argue that genetic epistemology cannot be dismissed as one of many legitimate styles of inquiry into the history of science on the basis of this critique. (shrink)

_ Source: _Volume 10, Issue 2, pp 249 - 278 GER Lloyd discerns two conflicting hypotheses concerning human cognition: cross-cultural universality and cultural relativity. The history of science is one discipline among many actively contributing to our understanding of human cognition at present. Not surprisingly, then, the dichotomy is also present in the history of science. In contrast to current approaches to the history of science, which highlight cultural relativity, genetic epistemology, which is conceived by Jean Piaget as (...) a science of the acquisition of knowledge, emphasises cross-cultural universality. Using the multidimensionality of phenomena and different styles of inquiry, I will argue that there is no inherent contradiction in the different approaches to the history of science. However, the amicable co-existence of both approaches has been undermined by Peter Damerow, who criticised the applicability of genetic epistemology to the historical development of knowledge on historical and theoretical grounds. In this paper, I will review Damerow’s theoretical critique, and, in formulating a response, I will argue that genetic epistemology cannot be dismissed as one of many legitimate styles of inquiry into the history of science on the basis of this critique. (shrink)

Jean Piaget's genetic epistemology is not a normative epistemology, and it aims at being a form of naturalized epistemology. I try to show that in spite of that, Piaget was well well aware of the normative aspects in epistemology and tried to account for them.

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)

v. 1. Piaget's genetic epistemology, 1965-1980.--v. 2. Critique of Piaget's genetic epistemology, 1965-1980.

It is argued that fundamental to Piaget's life works is a biologically based naturalism in which the living world is a nested complex of self-regulating, self-organising (constructing) adaptive systems. A structuralist-rationalist overlay on this core position is distinguished and it is shown how it may be excised without significant loss of content or insight. A new and richer conception of the nature of Piaget's genetic epistemology emerges, one which enjoys rich interrelationships with evolutionary epistemology. These are explored (...) and it is shown how a regulatory systems evolutionary epistemology may be embedded within genetic epistemology. (shrink)

This paper examines several contemporary readings of Piaget's texts: M. Chapman's Constructive Evolution provides a wide-ranging exegesis of Piaget's entire body of work; F. Vidal's Piaget before Piaget focuses on Piaget's earliest writings; and H. Beilin's Piaget's New Theory concentrates on Piaget's very last projects. All three contend that in contrast to accepted versions of Piaget's theory, there is a relatively unknown Piaget and a markedly differently way to understand Genetic Epistemology. This brief review attempts to bracket such (...) readings within the purview of postmodern concerns with rationality. 2012 APA, all rights reserved). (shrink)

Although the theory of Jean Piaget is correctly characterized as genetic epistemology, its nature and scope remain unclear and controversial. An examination of Piaget's Introduction a l'epistemologie genetique indicates that Piaget relies heavily upon a model of comparative anatomy and, consequently, that genetic epistemology is about both the history of science and individual development. This biological model seems to be the basis for Piaget's view that the history of science can be seen as a (Kantian) history (...) of scientific concepts whereas psychogenetic development is a history of these very same concepts on the individual level. Finally, although there are passages indicating a different interpretation of the scope of genetic epistemology, I give several reasons for preferring the more liberal interpretation. (shrink)

The article describes a rarely mentioned and discussed method of explication first found in Chapter six of Descartes’s posthumously published _The World_ (_Le Monde_), where he uses a fictitious cosmological narrative to develop an account of our material universe and its laws. The assumption of such an approach is that the thing’s structure (nature) can be revealed by its genesis (its producibility), even if the latter is fictitious, or rather, precisely _because_ it is fictitious. This method of “genetic (...) class='Hi'>epistemology” turns out to be surprisingly influential: it is found, for example, in Rousseau’s reflections on the state of nature, but also in commentaries on Descartes’s philosophy – e.g. in Martial Gueroult’s principle of “the order of reasons”. (shrink)

Open peer commentary on the article “Second-Order Cybernetics as a Fundamental Revolution in Science” by Stuart A. Umpleby. Upshot: Connecting Umpleby’s article with Piaget and García’s genetic epistemology, I will argue that the revolution the former discerns is more comprehensive. Additionally, since the latter differ from cybernetic and radical traditions in their philosophical assumptions about society and its conditioning on knowledge, I will suggest that these assumptions must be considered to explain each constructivist program’s achievements and challenges.

De 1950 à 1955, le psychologue et épistémologue suisse Jean Piaget s’attelle à la création d’un nouveau lieu de savoir à Genève, le Centre International d’Épistémologie Génétique. Ce Centre fait aboutir un projet de jeunesse de Piaget, dont les fondements théoriques sont donnés dans son ouvrage de 1950 en trois volumes, l’Introduction à l’épistémologie génétique. Mais il y a loin de la théorie à la réalisation pratique. Pour cela, pris dans un mouvement allant de Genève vers l’étranger, dès 1952, Piaget (...) voyage dans toute l’Europe tant pour y présenter ses travaux et son projet que pour se lier avec de nombreux savants de toutes disciplines. Lors de ces voyages, il explore de nombreux modèles de centres et de regroupements d’acteurs en philosophie des sciences, sciences humaines et épistémologie, à Paris, Zurich, Manchester, Milan, Oslo, Amsterdam, Bruxelles et ailleurs. Quatre axes géographiques vont devenir déterminants (Paris, Manchester, Bruxelles, Amsterdam) pour fournir les principaux contingents d’acteurs qui interviendront au Centre durant sa première décennie. Piaget a également pris soin de s’assurer le soutien financier de la Fondation Rockefeller à New York, d’une part pour ses premières explorations et d’autre part pour l’ouverture du Centre en octobre 1955. L’article examine ainsi les conditions de création d’un lieu du savoir durant les premiers temps de la guerre froide dans ses relations avec les circulations scientifiques, et la genèse d’une nouvelle centralité valide pour l’épistémologie mise en pratique comme discipline scientifique. (shrink)

The viewpoint of Evolutionary Epistemology (EE) and of Genetic Epistemology (GE) on classical epistemological questions is strikingly different: EE starts with Evolutionary Biology, the subject of which is population's dynamics. GE, however, starts with Developmental Psychology and thus focusses the development of individuals. By EE knowledge is seen as portraying or copying process, and truth is interpreted as a product of adaptation, whereas for GE knowledge is due to a construction process in which the production of true (...) insights is only one possibility among others: Like falsity, error and deception, true knowledge goes back to a free relationship to reality. The difference between scientific and common knowledge is hard to be checked by EE, since both result ultimately from human hereditary structures. The study of how scientific knowledge emerges from everyday cognition is rather the task of GE. (shrink)

The essays in this collection examine developments in three fundamental biological disciplines--embryology, evolutionary biology, and genetics--in conflict with each other for much of the twentieth century. They consider key methodological problems and the difficulty of overcoming them. Richard Burian interweaves historical appreciation of the settings within which scientists work, substantial knowledge of the biological problems at stake and the methodological and philosophical issues faced in integrating biological knowledge drawn from disparate sources.

Collected for the first time in a single volume are essays which examine the developments in three fundamental biological disciplines - embryology, evolutionary biology, and genetics. These disciplines were in conflict for much of the twentieth century and the essays in this collection examine key methodological problems within these disciplines and the difficulties faced in overcoming the conflicts between them. Burian skilfully weaves together historical appreciation of the settings within which scientists work, substantial knowledge of the biological problems at stake (...) and the methodological and philosophical issues faced in integrating biological knowledge drawn from disparate sources. The final chapter describes what recent findings in development biology and genetics can tell us about the history and development of animals. Written in a clear, accessible style this collection should appeal to students and professionals in philosophy of science, and the philosophy and history of biology. (shrink)