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Prospects

, Volume 24, Issue 1–2, pp 311–327 | Cite as

Jean Piaget

1896–1980
  • Alberto Munari
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Works by Jean Piaget in Chronological Order

  1. 1914. Bergson et Sabatier.Revue chrétienne (Paris), Vol. 61, No. 4, pp. 192–200.Google Scholar
  2. 1915.La mission de l'idée [The Purpose of the Idea]. Lausanne, La Concorde.Google Scholar
  3. 1918.Recherche [Research]. Lausanne, La Concorde.Google Scholar
  4. 1925. Un grand éducateur [A Famous Educator].Le nouvel essor (Paris), Vol. 20, No. 25, pp. 1–2.Google Scholar
  5. 1928. Psychopédagogie et mentalité enfantine [Educational Psychology and the Child's Mentality].Journal de psychologie normale et pathologique (Paris), Vol. 25, pp. 31–60.Google Scholar
  6. 1930. Les procédés de l'éducation morale [Methods of Moral Education]. In:Cinquième congrès international d'éducation morale, Paris, 1930: compte rendu et rapport général, pp. 182–219. Paris, Alcan.Google Scholar
  7. 1931. Introduction psychologique à l'éducation internationale [A Psychological Introduction to International Education].Comment faire connaître la Société des Nations et développer l'esprit de coopération internationale: IVème cours pour le personnel enseignant: compte rendu des conférences données du 3 au 8 août 1931. Geneva, International Bureau of Education, pp. 56–68.Google Scholar
  8. 1932. Les difficultés psychologiques de l'éducation internationale [Psychological Difficulties of International Education].Comment faire connaître la Société des Nations et développer l'esprit de coopération internationale: Vème cours pour le personnel enseignant: compte rendu des conférences données du 25 au 30 juillet 1932. Geneva, International Bureau of Education, pp. 57–76.Google Scholar
  9. 1933a. L'évolution sociale et la pédagogie nouvelle [Social Change and New Education].VIème congrès mondial de la Ligue Internationale pour l'éducation nouvelle. London, New Education Fellowship, pp. 474–84.Google Scholar
  10. 1933b. Psychologie de l'enfant et enseignement de l'histoire [Child Psychology and History Teaching].Bulletin trimestriel de la Conférence internationale pour l'enseignement de l'histoire (The Hague), No. 2, pp. 8–13.Google Scholar
  11. 1934a. Discours du directeur [Speech by the Director]. In:Troisième Conférence internationale de l'instruction publique: procès-verbaux et résolutions, pp. 27–30. Geneva, International Bureau of Education.Google Scholar
  12. 1934b. Une éducation pour la paix est-elle possible? [Is Education for Peace Possible?]Bulletin de l'enseignement de la Société des Nations (Geneva), No. 1, pp. 17–23.Google Scholar
  13. 1934c.Rapport du directeur: cinquième réunion du Conseil [Report of the Director: Fifth Meeting of the Council]. Geneva, International Bureau of Education.Google Scholar
  14. 1934d. Remarques psychologiques sur le self-government [Psychological Remarks on Self-government].Le self-government à l'école, pp. 89–108. Geneva, International Bureau of Education.Google Scholar
  15. 1935. Remarques psychologiques sur le travail par équipes [Psychological Remarks about Teamwork].Le travail par équipes à l'école, pp. 179–96. Geneva, International Bureau of Education.Google Scholar
  16. 1936a.Rapport du directeur à la septième réunion du Conseil [Report by the Director for the Seventh Meeting of the Council]. Geneva, International Bureau of Education.Google Scholar
  17. 1936b. Rapport préliminaire sur l'enseignement des langues vivantes dans ses relations avec la formation de l'esprit de collaboration internationale [Preliminary Report on the Teaching of Modern Languages and Its Relationship to the Establishment of an Attitude of International Collaboration].Bulletin de l'Enseignement de la Société des Nations (Geneva), No. 3, pp. 61–66.Google Scholar
  18. 1939a. Discours du directeur (et autres interventions) [Speech by the Director and Other Interventions].Huitième Conférence internationale de l'instruction publique: procès verbaux et recommandations, pp. 22–23, 37, 73, 86–87, 144–45, 148–49. Geneva, International Bureau of Education.Google Scholar
  19. 1939b. Examen des méthodes nouvelles [A Look at New Methods].Encyclopédie française. Tome 15:Education et instruction, Vol. 28, pp. 1–13. Paris, Société de Gestion de l'Encyclopédie Française.Google Scholar
  20. 1939c. Les méthodes nouvelles: leur bases psychologiques [New Methods: Psychological Foundations].Encyclopédie française. Tome 15:Education et instruction, Vol. 26, pp. 4–16. Paris, Société de Gestion de l'Encyclopédie Française. (Also published as Piaget, 1969, pp. 197–264.)Google Scholar
  21. 1940.Rapport du directeur: onzième réunion du Conseil [Report of the Director: Eleventh Meeting of the Council]. Geneva, International Bureau of Education.Google Scholar
  22. 1942. Psychologie et pédagogie genevoises [Genevan Psychology and Education].Suisse contemporaine (Geneva), Vol. 2, No. 5, pp. 427–31.Google Scholar
  23. 1943. Les tâches présentes et futures des instituts de pédagogie curative [Present and Future Tasks of the Institutes of Curative Education].Pro Infirmis (Zurich), Vol. 1, No. 9, pp. 280–81.Google Scholar
  24. 1944. L'éducation de la liberté [Education for Liberty].Berner Schulblatt (Bern), Vol. 77, No. 16, pp. 297–99.Google Scholar
  25. 1948. Addresses by the Director of the International Bureau of Education (and Other Interventions).Eleventh International Conference on Public Education: Proceedings and Recommendations, pp. 22–23, 28, 36, 48, 80. Geneva, International Bureau of Education.Google Scholar
  26. 1949a.Le droit à l'éducation dans le monde actuel [The Right to Education in the World Today]. Paris, Librairie du Recueil Sirey, 56 pp. (Also published as: Piaget, 1972b, pp. 41–133.)Google Scholar
  27. 1949b. La pédagogie moderne [Modern Education].Gazette de Lausanne et Journal suisse (Lausanne), Vol. 152, No. 63, p. 10.Google Scholar
  28. 1949c. Remarques psychologiques sur l'enseignement élémentaire des sciences naturelles [Psychological Remarks on the Teaching of the Natural Sciences at Primary Level].L'initiation aux sciences naturelles à l'école primaire, pp. 35–45. Geneva, International Bureau of Education.Google Scholar
  29. 1949d. Speech by the Director of the International Bureau of Education.Twelfth International Conference on Public Education: Proceedings and Recommendations, pp. 27–28. Geneva, International Bureau of Education.Google Scholar
  30. 1950. Speech by the Director of the International Bureau of Education.Thirteenth International Conference on Public Education: Proceedings and Recommendations, pp. 35–36. Geneva, International Bureau of Education.Google Scholar
  31. 1951. Speech by the Director of the International Bureau of Education.Fourteenth International Conference on Public Education: Proceedings and Recommendations, p. 28. Geneva, International Bureau of Education.Google Scholar
  32. 1952. Speech by the Director of the International Bureau of Education,.Fifteenth International Conference on Public Education: Proceedings and Recommendations, pp. 31–33. Geneva, International Bureau of Education.Google Scholar
  33. 1953. Speech by the Director of the International Bureau of Education.Sixteenth International Conference on Public Education: Proceedings and Recommendations, pp. 25–26. Geneva, International Bureau of Education.Google Scholar
  34. 1954a. L'éducation artistique et la psychologie de l'enfant [Artistic Education and the Child's Psychology].Art et éducation: recueil d'essais, pp. 22–23. Paris, UNESCO.Google Scholar
  35. 1954b. Speech by the Director of the International Bureau of Education.Seventeenth International Conference on Public Education: Proceedings and Recommendations, pp. 27–28. Geneva, International Bureau of Education.Google Scholar
  36. 1957. The Significance of John Amos Comenius at the Present Time.John Amos Comenius, 1592–1670: Selections, pp. 11–33. Paris, UNESCO. (Reprinted asJan Amos Comenius in this series of ‘100 Thinkers on Education’).Google Scholar
  37. 1960. Speech by the Director of the International Bureau of Education.Twenty-third International Conference on Public Education: Proceedings and Recommendations, pp. 38–39. Geneva, International Bureau of Education.Google Scholar
  38. 1964. Development and learning.Piaget Rediscovered: A Report of the Conference on Cognitive Studies and Curriculum Development, pp. 7–20. Ithaca (NY), Cornell University Press.Google Scholar
  39. 1965a. Education et instruction depuis 1935 [Education and Instruction since 1935].Encyclopédie française. Tome 15:Education et instruction, pp. 7–49. Paris, Société nouvelle de l'Encyclopédie française.Google Scholar
  40. 1965b. Speech by the Director of the International Bureau of Education.Twenty-seventh International Conference on Public Education: Proceedings and Recommendations, pp. 42–44. Geneva, International Bureau of Education.Google Scholar
  41. 1966a. L'initiation aux mathématiques, les mathématiques modernes et la psychologie de l'enfant [Introduction to Mathematics: Modern Mathematics and the Psychology of the Child].L'enseignement mathématique (Paris), 2nd series, Vol. 12, pp. 289–92.Google Scholar
  42. 1966b. The Psychology of Intelligence and Education.Childhood Education (Wheaton, Md.), Vol. 42, p. 528.Google Scholar
  43. 1966c. Speech by the Director of the International Bureau of Education.Twenty-ninth International Conference on Public Education: Proceedings and Recommendations, pp. 37–40. Geneva, International Bureau of Education.Google Scholar
  44. 1969.Psychologie et pédagogie [Psychology and Education]. Paris, Denoël, 264 pp.Google Scholar
  45. 1972a.Où va l'éducation? [Where Is Education Going?] Paris, Denoël. 133 pp.Google Scholar
  46. 1972b,. A Structural Foundation for Tomorrow's Education.Prospects: Quarterly Review of Education (Paris, UNESCO), Vol. 2, No. 1., pp. 12–27. (Also published in:Education et développement, No. 32, 1973, pp. 6–22;Revue suisse d'éducation (Bern), Vol. 45, No. 9, 1972, pp. 273–76 and Vol. 46, No. 2, 1973, pp. 33–36; and in Piaget, 1972a, pp. 5–40).Google Scholar
  47. 1973. Comments on Mathematical Education.Developments in Mathematical Education: Proceedings of the Second International Congress on Mathematical Education, Exeter, 1972, pp. 79–87. London, Cambridge University Press.Google Scholar
  48. 1974a.La prise de conscience Awareness. Paris, Presses Universitaires de France.Google Scholar
  49. 1974b.Réussir et comprendre [Succeed and Understand]. Paris, Presses Universitaires de France.Google Scholar
  50. Jean Piaget 1976. Autobiographie [Autobiography]. In: G. Busino. (ed.), Les sciences sociales avec et après Jean Piaget [The Social Sciences with and after Jean Piaget].Cahiers Vilfredo Pareto. Revue européenne des sciences sociales (Geneva), Vol. 14, Nos. 38/39, pp. 1–43.Google Scholar
  51. Piaget, J.; Duckworth, E. 1973. Piaget Takes a Teacher's Look.Learning: The Magazine for Creative Teaching (New York), Vol. 2, No. 2, pp. 22–27.Google Scholar

Works about jean Piaget

  1. Bocchi, G., et al. 1983.L'altro Piaget: strategie delle genesi [The Other Piaget: Strategy for Genesis]. Milan, Emme Edizioni.Google Scholar
  2. Ceruti, M., et al. 1985.Dopo Piaget: aspetti teorici e prospettive per l'educazione [After Piaget: Theoretical Aspects and Perspectives for Education]. Rome, Ed. Lavoro.Google Scholar
  3. Bringuier, J.-C. 1977.Conversations libres avec Jean Piaget [Conversations with Jean Piaget]. Paris, Laffont.Google Scholar
  4. Campbell, T. C.; Fuller, R. G. 1977.A Teacher's Guide to the Learning Cycle: A Piagetian Approach to College Instruction. Multidisciplinary Piagetian-based Programs for College Freshmen. Lincoln, Neb., University of Nebraska.Google Scholar
  5. Copeland, R. 1970.How Children Learn Mathematics: Teaching Implications of Piaget's Research. New York, Macmillan.Google Scholar
  6. Duckworth, E. 1964. Piaget Rediscovered. In: R. E. Ripple and V. N. Rockcastle, (eds.),Piaget Rediscovered. Ithaca, N.Y., Cornell University Press.Google Scholar
  7. Dunn, J. V. 1982.Autobiography: Towards a Poetics of Experience, Philadelphia, University of Pennsylvania Press.Google Scholar
  8. Elkind, D. 1976.Child Development and Education: A Piagetian Perspective. New York, Oxford University Press.Google Scholar
  9. Fabbri, D. 1990.La memoria della regina: pensiero, complessità, formazione [The Queen's Memory: Thinking, Complexity, Training]. Milan, Guerini.Google Scholar
  10. 1991. Segni e simboli del conoscere [Signs and Symbols of Knowledge].Bambini (Milan), Vol. 7, No. 8, pp. 16–21.Google Scholar
  11. , 1992. Costruttivismo come metafora [Constructivism as a Metaphor]. In: M. Ceruti (ed.),Evoluzione e conoscenza, pp. 433–42. Bergamo, Lubrina.Google Scholar
  12. Fabbri, D.; Formenti, L. 1991.Carte di identità. Per una psicologia culturale dell'individuo [Identity Cards: For a Cultural Psychology of the Individual]. Milan, Franco Angeli.Google Scholar
  13. Fabbri, D.; Mari, R.; Valentini, A. (eds.). 1992.La paura di capire: modelli di socializzazione e nuove patologie nei primi anni dell'adolescenza [The Fear of Understanding: Socialization Models and New Pathology in the First Years of Adolescence]. Milan, Franco Angeli.Google Scholar
  14. Fabbri, D.; Munari, A. 1988.La scoperta della conoscenza: simboli, strategie, contesti [The Discovery of Knowledge: Symbols, Strategies, Contexts]. Carpi, Comune di Carpi, Quaderni di Aggiornamento del Comune di Carpi.Google Scholar
  15. 1989. Dopo Piaget: strategie della conoscenza e implicazioni educative [After Piaget: Knowledge Strategies and Educational Implications]. (Edited by N. Bulgarelli.)Infanzia (Scandicci, Italy), Nos. 9/10, pp. 5–8.Google Scholar
  16. 1990. Il pensiero in diretta [Thinking Live!]. Oikos (Bergamo), No. 1, pp. 225–31.Google Scholar
  17. 1991. Cultural Psychology: A New Relationship with Knowledge.Cultural Dynamics (Leiden, Netherlands), Vol. 3, No. 4, pp. 327–48.Google Scholar
  18. Fabbri, M. D. 1984. Obbedienza e potere [Obedience and Power].SE scienza-esperienza (Milan), Vol. 2, No. 16, pp. 7–9.Google Scholar
  19. 1985. L'obbedienza del bambino [Child Obedience].Studi di psicologia dell'educazione (Rome), Vol. 4, No. 2, pp. 98–116.Google Scholar
  20. 1987a. Musica e conoscenza [Music and Knowledge]. In: G., Belgrano, (ed.),Il bambino dal suono alla musica, pp. 36–45. Teramo, Lisciani & Giunti Ed..Google Scholar
  21. 1987b. Il senso della scienza [The Meaning of Science].Scuola lariana (Como), No. 13, pp. 8–10.Google Scholar
  22. 1988a. Epistemologia operativa e processi di apprendimento Operative Epistemology and the Learning Process. In: U. Morelli, (ed.),La formazione: modelli e metodi, pp. 29–44. Milan, Franco Angeli Ed..Google Scholar
  23. 1988b. Norme, valori e educazione [Norms, Values and Education].L'educatore (Milan), Vol. 36, No. 4, pp. 55–58.Google Scholar
  24. 1989. Psicogenesi del giudizio morale e attività agonistica [Psychogenesis of Moral Judgement and Competitive Activity]. In: A. Selvini, (ed.),Attività mentale e movimento. Rome, Borla Ed.Google Scholar
  25. Fabbri, M. D.; Formenti, B. L., 1989. Per un approccio costruttivista neo-piagetiano dell'identità: prime riflessioni [For a Neo-Piagetian Constructivist Approach to Identity: First Reflections].Attualità in psicologia (Rome), Vol. 4, No. 4, pp. 9–16.Google Scholar
  26. Fabbri, M. D.; Munari, A. 1983. Per una psicologia culturale [Towards Cultural Psychology].Studi di psicologia dell'educazione (Rome), Vol. 2, No. 2, pp. 16–28.Google Scholar
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  29. 1985a. Come il bambino vede il proprio corpo [How the Child Sees Its Own Body]. In: D. Gaburro, et al. (eds.),Il bambino e il suo pediatra: alle soglie del futuro. Milan, Plasmon Ed.Google Scholar
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  34. Forman, G.; Kuschner, D. 1977.The Child's Construction of Knowledge: Piaget for Teaching Children. Monterey, Calif., Brooks & Cole.Google Scholar
  35. Furth, H. G. 1970.Piaget for Teachers, New York, Prentice-Hall.Google Scholar
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  39. Kamii, C. 1972. An Application of Piaget's Theory to the Conceptualization of a Preschool Curriculum. In: R. K. Parker (ed.),The Preschool in Action. Boston, Mass., Allyn & Bacon.Google Scholar
  40. Kamii, C.; De Vries, R. 1977. Piaget for Early Education. In: M. Parker and R. Parker (eds.),The Preschool in Action: Exploring Early Childhood Programs, Boston, Mass., Allyn & Bacon.Google Scholar
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  46. 1982. Per una epistemologia operativa [Towards Operative Epistemology]. In: E. Bojani (ed.),Laboratorio Giocare con l'arte, pp. 49–57. Faenza, Ed. Museo Internazionale delle Ceramiche.Google Scholar
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  48. 1985b. The Piagetian Approach to the Scientific Method: Implications for Teaching. In: V. Shulman, L. Restaino-Baumann and L. Butler (eds.),The Future of Piagetian Theory: the Neo-Piagetians, pp. 203–11. New York, Plenum Press.Google Scholar
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  50. 1987a. Per un approccio psico-culturale all'educazione musicale [Towards a Psycho-Cultural Approach to Musical Education]. In: G. Belgrano (ed.),Il bambino dal suono alla musica pp. 46–53. Teramo, Lisciani & Giunti Ed..Google Scholar
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© UNESCO 1994

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  • Alberto Munari

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