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Heuristic Value of Eclecticism in Theory Development: The Case of Piagetian-Vygotskian dialogue about Proportional Reasoning

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Abstract

Køppe’s proposition of four layers in theoretical building are used here in the exploration of a specific case of eclectic combination, the use of Piagetian and Vygotskian general approaches to the analysis of proportional reasoning as a cognitive mathematical ability. It is proposed here that the eclectic consideration of these contributions depends on the consideration of their specificity, in the sense that they highlight different aspects of the phenomenon under scrutiny, and also on the consideration of the coherence between this eclectic convergence and premises in terms of schools of thought under which each contribution is framed. We conclude proposing in accordance to S. Køppe’s proposal that eclecticism can be valuable and heuristic in theory development, but this contribution will depend largely on the effort in establishing careful relations between the four layers of theory-building.

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Notes

  1. Quoted by Bruner 1997.

  2. See, for example, J. Bruner’s analysis on Piaget-Vygotsky’s convergences and diverges in Bruner 1997.

  3. The consideration by Køppe of a “real object” from which a recognized object cab be selected as a a knowledgeable target seems very problematic, since it leads to the consideration of an object in itself, “sanitized” from relations (and therefore “irrealistic”, as agreed by Køppe), or an object that encompasses all possible relations. Such a “real object” is in itself (and always) a recognized object of a different order or level, from which other recognizable objects could be derived.

  4. See Nunes 1997, for a general review of research on psychology of mathematics education.

  5. See Vasconcelos and Da Rocha Falcão 2005; 2008 on the dialogue Piaget-Darwin.

  6. See, among others, Vygotski 1985a; 1985b ; Brissiaud 2008; Vergnaud 2008.

  7. See Lave (1988) for a discussion on this and other topics related to “cognition in practice”.

  8. The contribution of Spinoza’s philosophy is present here – see Bronckart, 2008 , part IV – La philosophie de Vygotski (pp.42-46) on this subject.

  9. See Machado et al. 2000 on the need of this intellectual effort.

  10. See J.-P. Bronckart 2008, pp. 27–53, on the importance of the concept of consciousness as “analyzer” (“analyseur”) of Piagetian and Vygotskian epistemologies.

  11. See Frade and Da Rocha Falcão 2008, on this subject

  12. Including those presented by children with special needs – see Hazin 2006; Hazin et al. 2006, on this subject.

  13. See Da Rocha Falcão and Clot 2011; Hazin 2006; Hazin et al. 2006.

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Authors and Affiliations

  1. Department of psychology, Universidade Federal do Rio Grande do Norte, Natal, RN, Brazil

    Jorge Tarcísio Da Rocha Falcão & Izabel Hazin

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  1. Jorge Tarcísio Da Rocha Falcão
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  2. Izabel Hazin
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Correspondence to Jorge Tarcísio Da Rocha Falcão.

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Falcão, J.T.D., Hazin, I. Heuristic Value of Eclecticism in Theory Development: The Case of Piagetian-Vygotskian dialogue about Proportional Reasoning. Integr. psych. behav. 46, 32–38 (2012). https://doi.org/10.1007/s12124-011-9188-1

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