Abstract
Trained in developmental psychology during the 1960s, I was steeped in the “Piagetian revolution” (e.g., Flavell, 1963), that is, the cognitivization of the field that transformed (1970) theory from a developmental theory of cognition to a frame for advancing a cognitive theory of development. The ebbing of the influence of Piaget’s theory in the ensuing decades nevertheless left developmentalists with several indelible marks of its former hegemony.
“She knows there’s no success like failure, and that failure is no success at all.”
Bob Dylan, Love Minus Zero/No Limits (1965)
The preparation of this chapter was supported in part by a grant from the W. T. Grant Foundation. I thank the editors of the volume and C. Peter Magrath, William C. Richardson, Graham B. Spanier, and James C. Vortruba for their comments.
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Lerner, R.M. (2000). Transforming Universities to Sustain Outreach Scholarship:A Communiqué from the Front. In: Sherman, F.T., Torbert, W.R. (eds) Transforming Social Inquiry, Transforming Social Action. Outreach Scholarship, vol 4. Springer, Boston, MA. https://doi.org/10.1007/978-1-4615-4403-6_3
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