Knowledge and Development

1 Reflexive Abstraction and Education: The Meaning of Activity in Piaget’s Theory.- 1. The Meaning of Activity in Piaget’s Cognitive Theory: An Introduction.- 2. Concept of Phenocopy.- 3. The Mechanism of Reflexive Abstraction.- 3.1. Basic Definitions.- 3.2. Relationship to Phenocopy.- 3.3. Experimental Evidence.- 3.3.1. The Study of Correlates.- 3.3.2. The Study of Intersections.- 3.4. Theoretical Considerations and General Educational Implications.- 4. Reflexive Abstraction and Contradiction.- 4.1. Basic Notions of Contradiction.- 4.2. The Meaning of Activity and Anticipation.- 5. Conclusions and Future Directions in Applying Piagetian Theory to Education.- References.- 2 Moral Development and Moral Education: Piaget, Kohlberg, and Beyond.- 1. The Case for Moral Education in the Schools.- 2. Piaget’s Theory of Moral Development.- 3. Kohlberg’s Theory of Moral Development.- 3.1. Kohlberg and Piaget: How They Compare.- 3.2. Research on Kohlberg’s Theory.- 4. Developmental Moral Education: Putting Piaget and Kohlberg into the Classroom.- 4.1. Goals and Means of Developmental Moral Education.- 4.2. Applications of Kohlberg with Adolescents.- 4.3. Developmental Moral Education with Elementary School Children.- 4.4. Fostering Moral Development in Early Childhood.- 5. Conclusion: Critique and New Directions.- 5.1. Summing Up.- References.- 3 Early Education and Piagetian Theory: Applications Versus Implications.- 1. Applications of Isolated Parts of Piaget’s Work.- 1.1. Stages.- 1.2. Tasks.- 1.3. Areas of Knowledge.- 1.4. Action.- 1.5. Specific Practices.- 2. Implications of Piaget’s Constructivism.- 2.1. Types of Experience, Action, and Knowledge.- 2.2. Interest, Autonomy, and the Role of Peer Interaction.- 3. Conclusion.- References.- 4 The Impact of the Work of Piaget on Science Curriculum Development.- 1. Introduction.- 2. Some Basic Points in Piagetian Developmental Theory.- 3. The Early Years.- 4. Concrete Operational Thought and Understanding Science.- 5. The Move to Formal Operational Thought.- 6. Formal Operational Thought and Understanding Science.- 7. An Analysis of Some Scientific Concepts.- 8. Some Difficulties with Piaget’s Theory with Respect to Science Curricula.- 9. The Problem of the Existing Secondary Science Tradition.- 10. Curricula Which Have Used Piagetian Principles.- 10.1. Science 5–13.- 10.2. Australian Science Education Project (ASEP).- 10.3. Science Curriculum Improvement Study (SCIS).- 11. Possible Uses of Piaget’s Work Suggested by the 1974/1975 CSMS Study.- 12. Curricula for the 80th to 20th Percentile of Population.- 13. Life Style and Formal Operational Thought.- References.- 5 Four Decades of Conservation Research: What Do They Mean for Mathematics Education?.- 1. Overview.- 1.1. Two Questions.- 1.2. Genetic Epistemology of Number.- 1.3. Epistemological Issues in Mathematics Education.- 1.4. A Logical Empiricist’s View.- 1.5. Dynamic Structuralism in Piaget’s Genetic Epistemology.- 1.6. Other Empiricist Views.- 2. The Logistics of Genetic Epistemology.- 2.1. The First Conceptualization.- 2.2. Mental Imagery and Mental Operations.- 2.3. Category Theory and Genetic Epistemology.- 3. Piaget’s Overall Strategy.- 4. Toward a New Theory of Conservation.- 4.1. Geneva and the Nonconserver.- 4.2. The “Operational Envelope”.- 4.3. Discrete and Continuous Quantities.- 5. Mathematics Education and Conservation.- 6. Two New Questions.- References.- 6 Two Models of Human Behavior and Reading Instruction.- 1. Introduction to the Two Models.- 2. The Constructivist Position.- 3. Implications of Piaget’s Theory for Reading Instruction.- 4. On The Pedagogical Similarity of the Operant and Cognitive Models.- 5. General Piagetian Educational Recommendations.- References.- 7 Genevan Theory and the Education of Exceptional Children.- 1. Introduction.- 2. Individual Differences.- 3. Predominant Orientations.- 3.1. Perception.- 3.2. Learning.- 3.3. Memory and Language.- 4. Research on Exceptionalities from a Genevan Perspective.- 4.1. Clarification of Performance Characteristics.- 4.1.1. Mental Retardation.- 4.1.2. Emotional Disturbance.- 4.1.3. Learning Disabilities.- 4.1.4. Cerebral Palsy.- 4.1.5. Deafness.- 4.1.6. Blindness.- 4.1.7. Giftedness.- 4.1.8. Summary.- 4.2. Research Analyzing Regulatory Mechanisms.- 4.2.1. Learning Disabled.- 4.2.2. Emotionally Disturbed.- 4.2.3. Mentally Retarded.- 4.2.4. Summary.- 4.3. Differential Diagnosis.- 4.4. Summary.- 5. Implications of Genevan Research and Theory for Special Education.- 6. Conclusions.- References.- 8 Piagetian Theory and Neo-Piagetian Analysis as Psychological Guides in Education.- 1. Reflections on Piaget and Education.- 1.1. Stages and Equilibration as a Basis for Instructional Planning.- 2. The Metasubject inside Piaget’s “Epistemic Subject”.- 2.1. Schemes and Their Affective/Personal/Cognitive Classification.- 2.2. Executive Schemes.- 2.3. Organismic Resources and the Equilibration Process: I. Basic Factors.- 2.4. Organismic Resources and the Equilibration Process: II. Basic Principles.- 3. Toward a Piagetian Metasubjective Technology for Education.- 3.1. The Limits of Educational Simplification.- 3.2. The Educational Cost of Wholesale Early Efficient Education.- 3.3. Offers of Directed Training That Children Cannot Refuse.- 3.4. Two Methods in Lieu of an Epilogue.- References.