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Piaget’s Theory

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Piaget and His School

Part of the book series: Springer Study Edition ((SSE))

Abstract

The following theory of development, which is particularly concerned with the development of cognitive functions, is impossible to understand if one does not begin by analyzing in detail the biologic presuppositions from which it stems and the espistemological consequences in which it ends. Indeed, the fundamental postulate that is the basis of the ideas summarized here is that the same problems and the same types of explanations can be found in the three following processes:

  1. a.

    The adaptation of an organism to its environment during its growth, together with the interactions and autoregulations which characterize the development of the “epigenetic system.” (Epigenesis in its embryologic sense is always determined both internally and externally.)

  2. b.

    The adaptation of intelligence in the course of the construction of its own structures, which depends as much on progressive internal coordinations as on information acquired through experience.

  3. c.

    The establishment of cognitive or, more generally, epistemological relations, which consist neither of a simple copy of external objects nor of a mere unfolding of structures preformed inside the subject, but rather involve a set of structures progressively constructed by continuous interaction between the subject and the external world.

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© 1976 Springer-Verlag New York Inc.

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Piaget, J. (1976). Piaget’s Theory. In: Inhelder, B., Chipman, H.H., Zwingmann, C. (eds) Piaget and His School. Springer Study Edition. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-46323-5_2

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  • DOI: https://doi.org/10.1007/978-3-642-46323-5_2

  • Publisher Name: Springer, Berlin, Heidelberg

  • Print ISBN: 978-3-540-07248-5

  • Online ISBN: 978-3-642-46323-5

  • eBook Packages: Springer Book Archive

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