Piaget's Theory of Knowledge

Kitchener, Richard F.

doi:10.2307/j.ctt1xp3sbd

Cited by 90 publications

(19 citation statements)

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“…The conflict between these two contrasting positions, often referred to as individualism and collectivism, is a general issue concerning the role of social interaction in the development of knowledge that arises in many areas of development (Carpendale & Müller 2004). Given that he is often mislabeled as the archetypal "individualist" developmental theoretician, it might seem surprising that it was this "perennial problem" that Piaget (1977Piaget ( /1995) grappled with in a series of essays published as the Sociological Studies (Chapman 1986;Kitchener 1986;Smith 1995). The question for Piaget was "Do the operations by means of which we attain what rational consciousness calls truth depend on society and, if so, in what sense?"…”

Section: Theory Construction Versus Social Constructionmentioning

confidence: 99%

Constructing an understanding of mind: The development of children's social understanding within social interaction

2004

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Abstract:Theories of children's developing understanding of mind tend to emphasize either individualistic processes of theory formation, maturation, or introspection, or the process of enculturation. However, such theories must be able to account for the accumulating evidence of the role of social interaction in the development of social understanding. We propose an alternative account, according to which the development of children's social understanding occurs within triadic interaction involving the child's experience of the world as well as communicative interaction with others about their experience and beliefs (Chapman 1991;. It is through such triadic interaction that children gradually construct knowledge of the world as well as knowledge of other people. We contend that the extent and nature of the social interaction children experience will influence the development of children's social understanding. Increased opportunity to engage in cooperative social interaction and exposure to talk about mental states should facilitate the development of social understanding. We review evidence suggesting that children's understanding of mind develops gradually in the context of social interaction. Therefore, we need a theory of development in this area that accords a fundamental role to social interaction, yet does not assume that children simply adopt socially available knowledge but rather that children construct an understanding of mind within social interaction.Keywords: language; Piaget; social interaction; theories of mind; Vygotsky; Wittgenstein et al. 1998;Symons & Clark 2000), mothers' education (Cutting & Dunn 1999), and socioeconomic circumstances (Holmes et al. 1996).Furthermore, a number of studies have found correlations between language and social understanding (e.g., Cutting & Dunn 1999; de Villers 2000; Happé 1995;Jenkins & Astington 1996). In longitudinal studies, forms of family talk about mental states have been found to be related to later success on false belief tests (e.g., Brown et al. 1996;Dunn et al. 1991a;Ruffman et al. 2002). In addition, mothers who think of their children in mentalistic terms ("mindmindedness"), and therefore, presumably talk to their children about the psychological world, have children who are more advanced in understanding beliefs than are other children (Meins & Fernyhough 1999;Meins et al. 1998). Similar correlations between family interaction and the development of children's understanding of emotions have also been reported (e.g., Dunn et al. 1991b;Hooven et al. 1995;Kuebli et al. 1995;Steele et al. 1999). In a longitudinal study, Astington and Jenkins (1999) found that earlier language abilities predict later false belief performance but earlier false belief competence does not predict later language abilities, supporting the conclusion that language is important in social cognitive development.Another source of evidence that social interaction is important for the development of a mentalistic understanding comes from research with deaf children. A number o...

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Section: Theory Construction Versus Social Constructionmentioning

confidence: 99%

Constructing an understanding of mind: The development of children's social understanding within social interaction

2004

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“…Knowledge creation is an active process, during which, based on the earlier acquired knowledge and his/her experience, the learner forms new concepts, ideas and meanings (Dewey, 1949;Kohlberg, 1958;Vygotsky, 1978; Piage, qtd. In Kitchener, 1986). …”

Section: Methodologial Grounding Of the Self-directed Teaching/learnimentioning

confidence: 99%

PREVENTION OF BULLYING EMERGING DUE TO LEARNING DIFFERENCES, APPLYING Â€œLEARNING FOR LIFEâ€ SYSTEM GROUNDED ON SELF-DIRECTED LEARNING (LIHUANIAN COUNTRY CASE)

Kazlauskienė

Gaučaitė

Pocevičienė

et al. 2016

IJREM

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Necessity, timeliness and significance of thelearning and teaching system "Learning for Life", grounded on self-directed learning, are actualised by the lack of systematic approach to bullying prevention in Lithuania, lack of prevention of bullying due to learning differences and experience and situation of bullying prevention in the country that has formed in this context. Currently bullying cases are increasingly often spoken of but it has to be acknowledged that interest in this problems is taken more episodically, quite often reacting to resonant bullying cases. This demonstrates that the systemic approach is still missing, that the real scope of spread of bullying, its reasons, consequences have not yet been perceived and this aggravates possibilities to manage the situation. Prevention of bulling arising at school due to learning differences should be based on the learning and teaching system "Learning for Life", grounded on self-directed learning and acknowledgement of the learner's learning differences, characteristic to it, and not on the perception of differences as stigmatising shortcoming.In the article by using the method of content analysis, abstraction actualised necessity, timeliness and significance of selfdirected learning framework for the prevention of school bullying of these criteria: links of the system "Learning for Life" with European and national education documents on education; the education system "Learning for Life" interface with methodological approaches; pronciples of the system "Learning for life" as fundamental approaches; the aspects of manifestation of the education system "Learning for life"concept in the educational practice.

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“…Although the bulk of the research associated with his theory has centered on issues of individual moral development, Kohlberg sees his theory as broadly historical, supporting an anthropological and evolutionary thesis that sees stage development within changing cultural patterns of moral thought (Tohlberg, 1977). Kohlberg takes from Piaget the view that higher stages of reasoning are more adequate to reality, in the sense of the objective realm to which reasoning is applied and to which activities are directed (Kitchener, 1986). Such a claim, however, creates difficulties since moral claims are not as readily grounded in some objective domain as are scientific or technical ones.…”

Section: Kohlberg's Theory Of Moral Reasoningmentioning

confidence: 99%

“…Although such criticisms are themselves liable to a critique that emphasizes the dialectical nature of Piaget's theory of category development (Kitchener, 1986). Carey's analysis strikes deeply at the Kantian heart of Piaget's theory.…”

Section: Contemporary Psychological Research and The Theory Of Reasonmentioning

confidence: 99%

Reason and Critical Thinking

Weinstein¹

1988

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Piaget's Theory of Knowledge

Cited by 90 publications

References 0 publications

Constructing an understanding of mind: The development of children's social understanding within social interaction

Constructing an understanding of mind: The development of children's social understanding within social interaction

PREVENTION OF BULLYING EMERGING DUE TO LEARNING DIFFERENCES, APPLYING Â€œLEARNING FOR LIFEâ€ SYSTEM GROUNDED ON SELF-DIRECTED LEARNING (LIHUANIAN COUNTRY CASE)

Reason and Critical Thinking

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Piaget's Theory of Knowledge

Cited by 90 publications

References 0 publications

Constructing an understanding of mind: The development of children's social understanding within social interaction

Constructing an understanding of mind: The development of children's social understanding within social interaction

PREVENTION OF BULLYING EMERGING DUE TO LEARNING DIFFERENCES, APPLYING Â€œLEARNING FOR LIFEâ€ SYSTEM GROUNDED ON SELF-DIRECTED LEARNING (LIHUANIAN COUNTRY CASE)

Reason and Critical Thinking

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PREVENTION OF BULLYING EMERGING DUE TO LEARNING DIFFERENCES, APPLYING Â€œLEARNING FOR LIFEâ€ SYSTEM GROUNDED ON SELF-DIRECTED LEARNING (LIHUANIAN COUNTRY CASE)