This
level-4 vital article is rated B-class on Wikipedia's
content assessment scale. It is of interest to the following WikiProjects: | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
This article was the subject of an
educational assignment in Spring 2015. Further details were available on the "Education Program:Louisiana State
University Shreveport/Principles and Theories of Learning (PSYC 706) (Summer 2015)" page, which is now unavailable on the wiki. |
The last comment on this page is correct. Piaget never considered himself to be a developmental psychologist, but did indeed refer to himself as a "genetic epistemologist." I believe that this is an important fact about Piaget. Furthermore, I fail to see any mention of Piaget's theory, besides a brief introduction to his stages of cognitive development. It states nothing about the mechanisms responsible for this development, e.g. assimilation and accomodation. I also think that it is important to note that Piaget formulated his theory based upon the qualitative analysis of his own three children. The article also notes nothing about Piaget's critics. John
I do not understand this sentence:
"For example children may not be able to conserve five checkers spread out and report that there are more checkers." -- 80.58.9.44 20:29, 14 December 2005 (UTC)
I also don't understand this - can someone who does please alter it, or at least explain on this discussion page what it means Bgh251f2 22:50, 7 February 2006 (UTC)
Conservation is the ability to appreciate that something remains the same despite a superficial change. For example, children who fail to conserve will often claim that by moving a row of counters further apart from one another, you have made 'more' counters. Exactly what the children mean by 'more' is a subject of some debate. Some claim that they are simply alluding to the increased spatial dimensions, and not numerosity. If that is indeed the case then this phenomena is not very interesting. For a more intriguing argument, see conservation of liquid.
I didn't understand that paragraph either, and I don't think it is relevant in this article. Therefore, I have removed it. Graham talk 13:25, 16 April 2006 (UTC)
This article only mentions Piaget's early life, not his late life. Someone should elaborate on it.
________________________
Perhaps someone could comment on the fact the Piaget was not actually a developmental psychologist, but rather called himself a 'genetic epistemologist'. He was interested in the basis and formation of knowledge structures and was interested in children only insofar as they illuminated this. In fact the University of Geneva turned him down for a doctorate in Psychology in 1976 as he could not be fit into any one topic. See Burman's 1996 book Decontructing Developmental Psychology for more details (chapter 11 in particular).
I was just going to comment on the paragraph about children's "ability to appreciate that something remains the same despite a superficial change". This paragraph seems to make it a bit more complex than it was explained to me. Rather than using the example of "counters", think of two glasses containing the same amount of liquid. One, a tall thin glass, the other a squat fat glass. A child who hasnt yet grasped concepts of conservation, will usually say that the taller glass contains more liquid. The child has yet to grasp the concept of an object retaining it's original properties, despite a change in spatial dimensions or surroundings.
On the other hand, Piaget does not seem to have influenced therapeutic methods or models to any significant degree.
This is untrue. It seems to be a large factor in, if not the the basis of the cognitive behavioral analysis system of psychotherapy (which references Piaget), which has a close relation to the scientifically-tested cognitive therapy. Cognitive therapy is relatively commonplace.
It is also easy to see the relationship (or so I speculate); cognitive therapy accomplishes successful changes in unhealthy thinking by re-treading Piaget's learning processes in an environment encouraging of healthier and more realistic thought patterns.
A bit shy to edit this myself -- if someone could verify enough to be confident of the edit, please go ahead.
I came here to note the same "omission". I wouls ad that this "discussion page" refers to the article being part of a phsychology collaboration here in Wikipedia, yet this Piaget article doesn't mention his bearing on the founding of "modern cognitive psychology" whereas the entry here on Cognitive Psychology does. Bearing in mind the "supremacy" of Congitive psychology today surely the collaboration on these two articles should be addressed?
LookingGlass
22:20, 18 July 2007 (UTC)
This article is not about the man, but the myth: it is decidedly skewed toward how he is understood within psychology, such that it does not accurately reflect his true endeavours. This is an article about Piaget as the neo-Piagetian sees him. Writing only from the perspective of psychology, perhaps it does deserve a B+ (as indicated above). But, as history, it's not very good at all. If you're a student reading this article, do yourself a favour and get Bringuier's (very short) "Conversations with Jean Piaget" instead. - JTBurman 15:38, 21 September 2006 (UTC)
Beth, E.W., and Piaget, J. (1966). Mathematical Epistemology and Psychology. Dordrecht: D. Reidel. and E.W. is known to have EN2. pom 15:24, 29 October 2006 (UTC)
Having recently earned my teaching certification, I must strongly disagree with the current article on Piaget. His theories and constructavist theories of education dominated my certification classes. The article states that Piaget's influence in education was short living.
If anyone can document Piaget's and constructavist educational theories, an edit of the Piaget article is in order. —The preceding unsigned comment was added by Rstimac ( talk • contribs).
I think it's inappropriate to only have an artistic representation of Piaget. This article should have at least one photograph of him, and either remove the artistic representation, or keep it along with a photo. Kevin 03:49, 13 December 2006 (UTC)
Under the heading "The developmental process", There is a paragraph that reads "One of Piaget’s most famous studies focused purely on the blow job abilities of children between the ages of two and a half years old, and four and a half years old." Is this correct or should someone change that back to something a little less obscene.
In the Latest revision Under the heading "First Piaget: The Sociological Model of Development" it is stated that he was a "known pedephile". Not being able to find any evidence of this anywhere I assume this is vandalism. Attempting to revert :-) Sina
under the biagraphy section, there are two sentences which read "In 1921, Piaget returned to Switzerland as director of the NCIS.
In 1923, he married Valentine Châtenay; together, the couple had three children, whom Piaget studied from infancy. In 1929, Jean Piaget accepted the post of Director of the FBI and remained the head of this international organization until 1968."
I have no knowledge of Piaget's life, but I suspect that his carrer led him neither to The Naval Criminal Investigation Service, nor to the FBI (nor is the american FBI an "international organisation," per se).
In addiditon, there is a also an out-of-context phrase under the header "history" which reads "loved bacon" This does not apper to be relevant, has no cited source, and appears to be vandalism. I have taken the liberty of removing this. — Preceding unsigned comment added by 68.162.248.88 ( talk) 17:44, 28 September 2011 (UTC)
Some mention should be made of Piaget's links to Montessori, such as his being the first president of the International Montessori Society. Many of his theories show marked relationship to Montessori concepts (e.g. compare Stages of Development with Montessori Sensitive Periods). John Darrow 19:13, 19 June 2007 (UTC)John Darrow
I've added information concerning the Cognitivists' learning theory to help clarify language used in academia concerning the theorists. Montessori's contributions align more with the Humanists and Constructivists than with the Cognitivists. The term Constructivist is misused in several locations in Wikipedia so, for the sake of clarity, when I say Constructivist I am referring to Dewey, Montessori, and Kolb. Another frequent error is the misuse of the term Constructionism from Seymour Papert interchangeably with Constructivist. Stmullin ( talk) 15:28, 19 March 2012 (UTC)19 March 2012, Shirley Mullinax Lombardi, EdD
Please sign you posts as directed, the following comments were attributed to stmullin I did not post them. Stmullin ( talk) 20:14, 11 August 2012 (UTC)
Hate to say this but this article may have been copied from th bibliography on the first like or
http://www.piaget.org/aboutPiaget.html.
Also any more information on his scientific no psychology litriture? Enlil Ninlil 07:24, 23 June 2007 (UTC)
Hi, This article was only focusing and the psychological part of J Piaget's work, forgeting his important contribution to epistemology (Piaget directed during 25 years the International Centre for Genetic Epistemology in Geneva !). I've tried to insert a few words on it, but it's not enough : the chapter "influence" for instance doesn't give a word on genetic epistemology. Chrisdel 12:05, 5 August 2007 (UTC)
I'm still new to these edit pages so forgive me if this is the wrong area. The four "Stages" (Sensorimotor, etc.) should instead be referred to as "Periods". Also, instead of 'substages' (example: Substage Reflex Schema) it should be referred to as a Stage (in particular, The First Stage). Piaget, himself, stated them this way. —Preceding unsigned comment added by Sibby81 ( talk • contribs) 00:03, August 30, 2007 (UTC)
The bibliography is full of things I wouldn't assign to a student looking for historical overviews. At the same time, however, I am reluctant to cut it back out of concern for offending someone. Would anyone object if I were to attempt to focus things somewhat? JTBurman ( talk) 05:12, 22 January 2008 (UTC)
How was the determination made as to what counts as a "major" work? Citation analysis? Scholarly comment? - JTBurman ( talk) 20:18, 20 February 2008 (UTC)
Just to mention that in the Biography section, "Grange Aux Belles" in the sentence "He then moved from Switzerland to Grange-aux-Belles, France" refers not to a town but to a Parisian street.
The correct sentence would be something like "He then moved from Switzerland to Paris, France, where he taught at the Grange-Aux-Belles street school run by Alfred Binet"
Since English is not my mother tongue (as I'm sure you've noticed), I'm not sure my correction is appropriately built. So if someone else would propose it, I'd be happy.
Clementine —Preceding unsigned comment added by Clementineapperty ( talk • contribs) 09:06, 31 January 2008 (UTC)
I thought there could be some more information about Piaget's 4 stages. I recently took a child development class and I think I could add more. For example, there is no mention of the six substages in the sensorimotor stage. Also, there is nothing about preoperational thought. I thought I could also descirbe more about object permanence. Any thoughts?-- Fifi06 ( talk) 22:38, 14 June 2008 (UTC)
I just stepped into that section and cleaned up the formatting and spelling. I didn't change anything on content. However, I do agree with you that the stages could stand some expansion. ~Morphenius (19:31, 19 June 2008) —Preceding unsigned comment added by 66.75.247.71 ( talk)
I logged in to check this article about how Piaget died and noticed it says nothing about it. Can anyone just add a small thing if you know? MattThePuppetGuy ( talk) 18:50, 22 September 2009 (UTC)
I have undone some unexplained blanking by an IP address.
If you remove significant content, please explain what you do it in the talk page. It is all right to be be bold, but than explain what and why so that you provide the oportunity of others to react. Thanks.
-- Nabeth ( talk) 20:22, 4 October 2009 (UTC)
I am not convinced that this section belongs in the main Piaget entry. I am familiar with the book cited, but the topic discussed plays almost no role in its larger narrative. It is also presented out of context, here, since "schemes" do not have their own section. I would suggest, therefore, that this section be moved to a new sub-page about "Piagetian schemes." This would allow the material to be understood on its own terms, in its proper context. JTBurman ( talk) 22:39, 18 March 2010 (UTC)
This seems to provide a gloss of Harry Beilin's 1992 article, "Piaget's enduring contribution to developmental psychology," published in 1992 in Developmental Psychology. It is therefore misleading, in the context of the quote provided at the start of the section, because its contents reflect the historical development of his research program and not the theory of that name. It is also misleading to refer to these four periods as "stages," although that is a minor quibble.
In short, the section provides a fairly good description of the history of Piaget's developing thought, but the theory itself -- "genetic epistemology" (see esp. Piaget, 1950) -- still needs to be introduced and explained. JTBurman ( talk) 23:02, 18 March 2010 (UTC)
A sentence in this section of the article read "A main figure in the ratification of Piaget's ideas was the Russian psychologist Lev Vygotsky." The word "ratification" means the opposite of what the paragraph was talking about, so I changed it to "who's ideas contradicted". ( Lexandalf ( talk) 04:42, 23 July 2010 (UTC))
Remarks addressed to other editors do not belong in the body of the article. The article should be arranged to serve the general reader, and not address itself to editors. Ekwos ( talk) 06:06, 31 March 2010 (UTC)
JTBurman ( above) has a point concerning biology. Piaget was a biologist. His dissertation was on mollusks. For sure, his life work is much more closely associated with psychology, but why is this basic fact not even mentioned? The first sentence is misleading. Without knowing that he was a biologist, seeking a biological understanding of the origins of knowledge, his work cannot be properly understood. -- seberle ( talk) 03:25, 28 March 2011 (UTC)
The section on the "Fourth Piaget" is not accurate. I do not have time to fix it now, nor do I have my books with me, but the key source for this section is Beilin's 1992 chapter in the book he edited with Peter Pufall. JTBurman ( talk) 20:51, 20 May 2011 (UTC)
As of this writing, the introduction says:
Obviously 1764 is wrong, it's probably 1964, but I know nothing about Piaget, so I can't verify the end year. -- 67.164.20.33 ( talk) 07:12, 1 November 2011 (UTC)
What is describe there as ALWAYS reversible and what is describe there as NEVER reversible? Eddau ( talk) 10:07, 28 November 2012 (UTC)
Lova Falk provided reasons for her deletions:
Please respond to this, before removing. Joshua Jonathan - Let's talk! 20:13, 1 May 2013 (UTC)
This article has been revised as part of a large-scale clean-up project of multiple article copyright infringement. (See the investigation subpage) Earlier text must not be restored, unless it can be verified to be free of infringement. For legal reasons, Wikipedia cannot accept copyrighted text or images borrowed from other web sites or printed material; such additions must be deleted. Contributors may use sources as a source of information, but not as a source of sentences or phrases. Accordingly, the material may be rewritten, but only if it does not infringe on the copyright of the original or plagiarize from that source. Please see our guideline on non-free text for how to properly implement limited quotations of copyrighted text. Wikipedia takes copyright violations very seriously. Justlettersandnumbers ( talk) 22:43, 25 April 2014 (UTC)
I appreciate the intent to introduce "objectivity" into the choice of major works and commentaries for listing in the article, but I don't believe separating them into arbitrarily named sections ("Exemplars"?) does anything to aid the reader. On the contrary, I think it only serves to introduce unnecessary confusion and, even when understood, suggests a kind of "meta" original research that should probably be discouraged. To clarify: I'm fine with using Google Scholar to limit the number of works listed in those sections, but the works themselves should be listed by year and/or author, as is customary in these sorts of articles. The most cited works can be pointed out separately in regular prose, if desired. (And, of course, if a reputable source identifies some of his works as the most significant, that can be the basis of a separate listing.) - dcljr ( talk) 00:28, 3 July 2014 (UTC)
Although there is currently a section that is titled "Education: Teaching and Learning," I have been asked to add an additional section. For the purpose of my course and to follow instructions as outlined by my professor, the section will be called "Piaget on education." I will be adding to this section over the next few weeks. All of my additions will not be added in one sitting as I will be editing in the weeks to come. Please ask me about the content if something appears amiss as this will be a work in progress for some time. M02000297 ( talk) 21:42, 2 July 2015 (UTC)
Once I have completed my expansion of this topic, it will merge with the previous section in order to dispel confusion and any inkling of redundancy. A working outline will be posted here withing a few days. I want to clearly identify how his theory influences education and provide needed details.
M02000297 (
talk)
21:18, 3 July 2015 (UTC)
The following sources are a part of a working bibliography for this section:
Aldridge, J., Eddowes, E. A., Ewing, J., & Kuby, P. (1994). Analytical psychology, constructivism, and education. Journal Of Instructional Psychology, 21(4), 359. [1]
Aldridge, J., Sexton, D., Goldman, R., Booker, B., & Werner, M. (1997). Examining contributions of child development theories to early childhood education. College Student Journal, 31 (4), 453. [2]
Brief, J. (1983). Beyond Piaget: A Philosophical Psychology. New York: Teachers College Press.
[3]
Crain, W. (2007). Homework and the Freedom to Think: A Piagetian Perspecitive. Encounter, 20(4), 14-19.
[4]
Egan, K. (1983). Education and Psychology: Plato, Piaget and Scientific Psychology. New York: Teachers College Press. [5]
Ediger, M. (2012). Recent leaders in American education. College Student Journal, 46(1), 174-177.
[6]
Gates, L. (1982). Ego development as the goal of education. Education, 103(1), 90. [7]
Hawkes, M. (1982). Facilitating educational restructuring: Apply lessons learned from the past. Education, 113(1), 96.
[8]
Jurczak, P. M. (1997). The language and metaphor of Jean Piaget. Educational Psychology Review, 9(3), 311-318. doi:10.1023/A:1024795410368 [9]
Kim, Y., & Baylor, A. (2006). A Social-Cognitive Framework for Pedagogical Agents as Learning Companions. Educational Technology Research & Development, 54(6), 569-596. doi:10.1007/s11423-006-0637-3 [10]
Mayer, S. J. (2005). The early evolution of Jean Piaget's clinical method. History Of Psychology, 8(4), 362-382. doi:10.1037/1093-4510.8.4.362
[11]
Palincsar, A. S. (1998). Social constructivist perspectives on teaching and learning. Annual Review Of Psychology, 49(1), 345.
[12]
Poplin, M. S. (1988). Holistic/constructivist principles of the teaching/learning process: Implications for the field of learning disabilities. Journal Of Learning Disabilities, 21(7), 401-416. doi:10.1177/002221948802100703
[13]
Powell, K. C., & Kalina, C. J. (2009). Cognitive and Social Constructivism: Developing Tools for an Effective Classroom. Education, 130(2), 241-250.
[14]
Pramling, N. (2006). 'The clouds are alive because they fly in the air as if they were birds': A re-analysis of what children say and mean in clinical interviews in the work of Jean Piaget. European Journal Of Psychology Of Education - EJPE (Instituto Superior De Psicologia Aplicada), 21(4), 453-466.
[15]
Seifert, K. & Sutton, R. Educational Psychology 2nd ed. Florida: Orange Grove. [16]
Shayer, M. (2008). Intelligence for education: As described by Piaget and measured by psychometrics. British Journal Of Educational Psychology, 78(1), 1-29. [17]
M02000297 ( talk) 18:32, 3 July 2015 (UTC)
References
why is there no mention of Piaget's early involvement with the psychoanalytic movement? according to the following article, he seems to have clearly drawn from it's theoretical framework in developing his own early ideas: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3757918/ — Preceding unsigned comment added by 23.91.147.92 ( talk) 21:11, 17 August 2015 (UTC)
Hello fellow Wikipedians,
I have just modified one external link on Jean Piaget. Please take a moment to review my edit. If you have any questions, or need the bot to ignore the links, or the page altogether, please visit this simple FaQ for additional information. I made the following changes:
When you have finished reviewing my changes, you may follow the instructions on the template below to fix any issues with the URLs.
This message was posted before February 2018.
After February 2018, "External links modified" talk page sections are no longer generated or monitored by InternetArchiveBot. No special action is required regarding these talk page notices, other than
regular verification using the archive tool instructions below. Editors
have permission to delete these "External links modified" talk page sections if they want to de-clutter talk pages, but see the
RfC before doing mass systematic removals. This message is updated dynamically through the template {{
source check}}
(last update: 5 June 2024).
Cheers.— InternetArchiveBot ( Report bug) 16:09, 6 December 2017 (UTC)
Semiotic functions are described in preoperational sub stage (WP—article) Is it connected to semiotics? M K Mani muttappillil ( talk) 16:52, 21 March 2020 (UTC)
His theory of child development is studied in pre-service education programs. Educators continue to incorporate constructivist-based strategies. — Preceding unsigned comment added by 64.121.1.239 ( talk) 18:50, 22 December 2020 (UTC)
An Editor has now deleted the information about the intersection between these two notable people twice. https://en.wikipedia.org/?title=Jean_Piaget&diff=1063348312&oldid=1063303449 His second deletion, in lieu of taking it to the TOG page, didn’t even proper irrational, even the inappropriate one that was first offered. No Wikipedia rules based rationale has been given. Just the editors subjective view that he doesn’t feel it is necessary, although obviously nothing on Wikipedia is necessary, including an article on Piaget or Westheimer. One shouldn’t be engaging in deletions that are lacking in Wikipedia-based rationale, are used to deletions foreign to that category. -- 2600:1017:B80D:8C9B:FC0D:6FCF:9734:FE27 ( talk) 21:19, 2 January 2022 (UTC)
@ Iss246: Based on what you said in your edit summary reverting a category removal, I think you misunderstood my edit summary when I removed Category:Stage theories from this article. There is a newer subcategory of Category:Stage theories called Category:Developmental stage theories that is specifically for psychological theories. There is an article called Piaget's theory of cognitive development that is specifically devoted to his theory of cognitive development, and that article is already in Category:Developmental stage theories. The rationale for removal of Category:Stage theories is that Jean Piaget is about a person, and Piaget's theory of cognitive development is about Piaget's theory, so it is the latter article that should be categorized as a developmental stage theory (as it already is), and not the former. Is that clear? Biogeographist ( talk) 13:54, 10 May 2022 (UTC)
This
level-4 vital article is rated B-class on Wikipedia's
content assessment scale. It is of interest to the following WikiProjects: | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
This article was the subject of an
educational assignment in Spring 2015. Further details were available on the "Education Program:Louisiana State
University Shreveport/Principles and Theories of Learning (PSYC 706) (Summer 2015)" page, which is now unavailable on the wiki. |
The last comment on this page is correct. Piaget never considered himself to be a developmental psychologist, but did indeed refer to himself as a "genetic epistemologist." I believe that this is an important fact about Piaget. Furthermore, I fail to see any mention of Piaget's theory, besides a brief introduction to his stages of cognitive development. It states nothing about the mechanisms responsible for this development, e.g. assimilation and accomodation. I also think that it is important to note that Piaget formulated his theory based upon the qualitative analysis of his own three children. The article also notes nothing about Piaget's critics. John
I do not understand this sentence:
"For example children may not be able to conserve five checkers spread out and report that there are more checkers." -- 80.58.9.44 20:29, 14 December 2005 (UTC)
I also don't understand this - can someone who does please alter it, or at least explain on this discussion page what it means Bgh251f2 22:50, 7 February 2006 (UTC)
Conservation is the ability to appreciate that something remains the same despite a superficial change. For example, children who fail to conserve will often claim that by moving a row of counters further apart from one another, you have made 'more' counters. Exactly what the children mean by 'more' is a subject of some debate. Some claim that they are simply alluding to the increased spatial dimensions, and not numerosity. If that is indeed the case then this phenomena is not very interesting. For a more intriguing argument, see conservation of liquid.
I didn't understand that paragraph either, and I don't think it is relevant in this article. Therefore, I have removed it. Graham talk 13:25, 16 April 2006 (UTC)
This article only mentions Piaget's early life, not his late life. Someone should elaborate on it.
________________________
Perhaps someone could comment on the fact the Piaget was not actually a developmental psychologist, but rather called himself a 'genetic epistemologist'. He was interested in the basis and formation of knowledge structures and was interested in children only insofar as they illuminated this. In fact the University of Geneva turned him down for a doctorate in Psychology in 1976 as he could not be fit into any one topic. See Burman's 1996 book Decontructing Developmental Psychology for more details (chapter 11 in particular).
I was just going to comment on the paragraph about children's "ability to appreciate that something remains the same despite a superficial change". This paragraph seems to make it a bit more complex than it was explained to me. Rather than using the example of "counters", think of two glasses containing the same amount of liquid. One, a tall thin glass, the other a squat fat glass. A child who hasnt yet grasped concepts of conservation, will usually say that the taller glass contains more liquid. The child has yet to grasp the concept of an object retaining it's original properties, despite a change in spatial dimensions or surroundings.
On the other hand, Piaget does not seem to have influenced therapeutic methods or models to any significant degree.
This is untrue. It seems to be a large factor in, if not the the basis of the cognitive behavioral analysis system of psychotherapy (which references Piaget), which has a close relation to the scientifically-tested cognitive therapy. Cognitive therapy is relatively commonplace.
It is also easy to see the relationship (or so I speculate); cognitive therapy accomplishes successful changes in unhealthy thinking by re-treading Piaget's learning processes in an environment encouraging of healthier and more realistic thought patterns.
A bit shy to edit this myself -- if someone could verify enough to be confident of the edit, please go ahead.
I came here to note the same "omission". I wouls ad that this "discussion page" refers to the article being part of a phsychology collaboration here in Wikipedia, yet this Piaget article doesn't mention his bearing on the founding of "modern cognitive psychology" whereas the entry here on Cognitive Psychology does. Bearing in mind the "supremacy" of Congitive psychology today surely the collaboration on these two articles should be addressed?
LookingGlass
22:20, 18 July 2007 (UTC)
This article is not about the man, but the myth: it is decidedly skewed toward how he is understood within psychology, such that it does not accurately reflect his true endeavours. This is an article about Piaget as the neo-Piagetian sees him. Writing only from the perspective of psychology, perhaps it does deserve a B+ (as indicated above). But, as history, it's not very good at all. If you're a student reading this article, do yourself a favour and get Bringuier's (very short) "Conversations with Jean Piaget" instead. - JTBurman 15:38, 21 September 2006 (UTC)
Beth, E.W., and Piaget, J. (1966). Mathematical Epistemology and Psychology. Dordrecht: D. Reidel. and E.W. is known to have EN2. pom 15:24, 29 October 2006 (UTC)
Having recently earned my teaching certification, I must strongly disagree with the current article on Piaget. His theories and constructavist theories of education dominated my certification classes. The article states that Piaget's influence in education was short living.
If anyone can document Piaget's and constructavist educational theories, an edit of the Piaget article is in order. —The preceding unsigned comment was added by Rstimac ( talk • contribs).
I think it's inappropriate to only have an artistic representation of Piaget. This article should have at least one photograph of him, and either remove the artistic representation, or keep it along with a photo. Kevin 03:49, 13 December 2006 (UTC)
Under the heading "The developmental process", There is a paragraph that reads "One of Piaget’s most famous studies focused purely on the blow job abilities of children between the ages of two and a half years old, and four and a half years old." Is this correct or should someone change that back to something a little less obscene.
In the Latest revision Under the heading "First Piaget: The Sociological Model of Development" it is stated that he was a "known pedephile". Not being able to find any evidence of this anywhere I assume this is vandalism. Attempting to revert :-) Sina
under the biagraphy section, there are two sentences which read "In 1921, Piaget returned to Switzerland as director of the NCIS.
In 1923, he married Valentine Châtenay; together, the couple had three children, whom Piaget studied from infancy. In 1929, Jean Piaget accepted the post of Director of the FBI and remained the head of this international organization until 1968."
I have no knowledge of Piaget's life, but I suspect that his carrer led him neither to The Naval Criminal Investigation Service, nor to the FBI (nor is the american FBI an "international organisation," per se).
In addiditon, there is a also an out-of-context phrase under the header "history" which reads "loved bacon" This does not apper to be relevant, has no cited source, and appears to be vandalism. I have taken the liberty of removing this. — Preceding unsigned comment added by 68.162.248.88 ( talk) 17:44, 28 September 2011 (UTC)
Some mention should be made of Piaget's links to Montessori, such as his being the first president of the International Montessori Society. Many of his theories show marked relationship to Montessori concepts (e.g. compare Stages of Development with Montessori Sensitive Periods). John Darrow 19:13, 19 June 2007 (UTC)John Darrow
I've added information concerning the Cognitivists' learning theory to help clarify language used in academia concerning the theorists. Montessori's contributions align more with the Humanists and Constructivists than with the Cognitivists. The term Constructivist is misused in several locations in Wikipedia so, for the sake of clarity, when I say Constructivist I am referring to Dewey, Montessori, and Kolb. Another frequent error is the misuse of the term Constructionism from Seymour Papert interchangeably with Constructivist. Stmullin ( talk) 15:28, 19 March 2012 (UTC)19 March 2012, Shirley Mullinax Lombardi, EdD
Please sign you posts as directed, the following comments were attributed to stmullin I did not post them. Stmullin ( talk) 20:14, 11 August 2012 (UTC)
Hate to say this but this article may have been copied from th bibliography on the first like or
http://www.piaget.org/aboutPiaget.html.
Also any more information on his scientific no psychology litriture? Enlil Ninlil 07:24, 23 June 2007 (UTC)
Hi, This article was only focusing and the psychological part of J Piaget's work, forgeting his important contribution to epistemology (Piaget directed during 25 years the International Centre for Genetic Epistemology in Geneva !). I've tried to insert a few words on it, but it's not enough : the chapter "influence" for instance doesn't give a word on genetic epistemology. Chrisdel 12:05, 5 August 2007 (UTC)
I'm still new to these edit pages so forgive me if this is the wrong area. The four "Stages" (Sensorimotor, etc.) should instead be referred to as "Periods". Also, instead of 'substages' (example: Substage Reflex Schema) it should be referred to as a Stage (in particular, The First Stage). Piaget, himself, stated them this way. —Preceding unsigned comment added by Sibby81 ( talk • contribs) 00:03, August 30, 2007 (UTC)
The bibliography is full of things I wouldn't assign to a student looking for historical overviews. At the same time, however, I am reluctant to cut it back out of concern for offending someone. Would anyone object if I were to attempt to focus things somewhat? JTBurman ( talk) 05:12, 22 January 2008 (UTC)
How was the determination made as to what counts as a "major" work? Citation analysis? Scholarly comment? - JTBurman ( talk) 20:18, 20 February 2008 (UTC)
Just to mention that in the Biography section, "Grange Aux Belles" in the sentence "He then moved from Switzerland to Grange-aux-Belles, France" refers not to a town but to a Parisian street.
The correct sentence would be something like "He then moved from Switzerland to Paris, France, where he taught at the Grange-Aux-Belles street school run by Alfred Binet"
Since English is not my mother tongue (as I'm sure you've noticed), I'm not sure my correction is appropriately built. So if someone else would propose it, I'd be happy.
Clementine —Preceding unsigned comment added by Clementineapperty ( talk • contribs) 09:06, 31 January 2008 (UTC)
I thought there could be some more information about Piaget's 4 stages. I recently took a child development class and I think I could add more. For example, there is no mention of the six substages in the sensorimotor stage. Also, there is nothing about preoperational thought. I thought I could also descirbe more about object permanence. Any thoughts?-- Fifi06 ( talk) 22:38, 14 June 2008 (UTC)
I just stepped into that section and cleaned up the formatting and spelling. I didn't change anything on content. However, I do agree with you that the stages could stand some expansion. ~Morphenius (19:31, 19 June 2008) —Preceding unsigned comment added by 66.75.247.71 ( talk)
I logged in to check this article about how Piaget died and noticed it says nothing about it. Can anyone just add a small thing if you know? MattThePuppetGuy ( talk) 18:50, 22 September 2009 (UTC)
I have undone some unexplained blanking by an IP address.
If you remove significant content, please explain what you do it in the talk page. It is all right to be be bold, but than explain what and why so that you provide the oportunity of others to react. Thanks.
-- Nabeth ( talk) 20:22, 4 October 2009 (UTC)
I am not convinced that this section belongs in the main Piaget entry. I am familiar with the book cited, but the topic discussed plays almost no role in its larger narrative. It is also presented out of context, here, since "schemes" do not have their own section. I would suggest, therefore, that this section be moved to a new sub-page about "Piagetian schemes." This would allow the material to be understood on its own terms, in its proper context. JTBurman ( talk) 22:39, 18 March 2010 (UTC)
This seems to provide a gloss of Harry Beilin's 1992 article, "Piaget's enduring contribution to developmental psychology," published in 1992 in Developmental Psychology. It is therefore misleading, in the context of the quote provided at the start of the section, because its contents reflect the historical development of his research program and not the theory of that name. It is also misleading to refer to these four periods as "stages," although that is a minor quibble.
In short, the section provides a fairly good description of the history of Piaget's developing thought, but the theory itself -- "genetic epistemology" (see esp. Piaget, 1950) -- still needs to be introduced and explained. JTBurman ( talk) 23:02, 18 March 2010 (UTC)
A sentence in this section of the article read "A main figure in the ratification of Piaget's ideas was the Russian psychologist Lev Vygotsky." The word "ratification" means the opposite of what the paragraph was talking about, so I changed it to "who's ideas contradicted". ( Lexandalf ( talk) 04:42, 23 July 2010 (UTC))
Remarks addressed to other editors do not belong in the body of the article. The article should be arranged to serve the general reader, and not address itself to editors. Ekwos ( talk) 06:06, 31 March 2010 (UTC)
JTBurman ( above) has a point concerning biology. Piaget was a biologist. His dissertation was on mollusks. For sure, his life work is much more closely associated with psychology, but why is this basic fact not even mentioned? The first sentence is misleading. Without knowing that he was a biologist, seeking a biological understanding of the origins of knowledge, his work cannot be properly understood. -- seberle ( talk) 03:25, 28 March 2011 (UTC)
The section on the "Fourth Piaget" is not accurate. I do not have time to fix it now, nor do I have my books with me, but the key source for this section is Beilin's 1992 chapter in the book he edited with Peter Pufall. JTBurman ( talk) 20:51, 20 May 2011 (UTC)
As of this writing, the introduction says:
Obviously 1764 is wrong, it's probably 1964, but I know nothing about Piaget, so I can't verify the end year. -- 67.164.20.33 ( talk) 07:12, 1 November 2011 (UTC)
What is describe there as ALWAYS reversible and what is describe there as NEVER reversible? Eddau ( talk) 10:07, 28 November 2012 (UTC)
Lova Falk provided reasons for her deletions:
Please respond to this, before removing. Joshua Jonathan - Let's talk! 20:13, 1 May 2013 (UTC)
This article has been revised as part of a large-scale clean-up project of multiple article copyright infringement. (See the investigation subpage) Earlier text must not be restored, unless it can be verified to be free of infringement. For legal reasons, Wikipedia cannot accept copyrighted text or images borrowed from other web sites or printed material; such additions must be deleted. Contributors may use sources as a source of information, but not as a source of sentences or phrases. Accordingly, the material may be rewritten, but only if it does not infringe on the copyright of the original or plagiarize from that source. Please see our guideline on non-free text for how to properly implement limited quotations of copyrighted text. Wikipedia takes copyright violations very seriously. Justlettersandnumbers ( talk) 22:43, 25 April 2014 (UTC)
I appreciate the intent to introduce "objectivity" into the choice of major works and commentaries for listing in the article, but I don't believe separating them into arbitrarily named sections ("Exemplars"?) does anything to aid the reader. On the contrary, I think it only serves to introduce unnecessary confusion and, even when understood, suggests a kind of "meta" original research that should probably be discouraged. To clarify: I'm fine with using Google Scholar to limit the number of works listed in those sections, but the works themselves should be listed by year and/or author, as is customary in these sorts of articles. The most cited works can be pointed out separately in regular prose, if desired. (And, of course, if a reputable source identifies some of his works as the most significant, that can be the basis of a separate listing.) - dcljr ( talk) 00:28, 3 July 2014 (UTC)
Although there is currently a section that is titled "Education: Teaching and Learning," I have been asked to add an additional section. For the purpose of my course and to follow instructions as outlined by my professor, the section will be called "Piaget on education." I will be adding to this section over the next few weeks. All of my additions will not be added in one sitting as I will be editing in the weeks to come. Please ask me about the content if something appears amiss as this will be a work in progress for some time. M02000297 ( talk) 21:42, 2 July 2015 (UTC)
Once I have completed my expansion of this topic, it will merge with the previous section in order to dispel confusion and any inkling of redundancy. A working outline will be posted here withing a few days. I want to clearly identify how his theory influences education and provide needed details.
M02000297 (
talk)
21:18, 3 July 2015 (UTC)
The following sources are a part of a working bibliography for this section:
Aldridge, J., Eddowes, E. A., Ewing, J., & Kuby, P. (1994). Analytical psychology, constructivism, and education. Journal Of Instructional Psychology, 21(4), 359. [1]
Aldridge, J., Sexton, D., Goldman, R., Booker, B., & Werner, M. (1997). Examining contributions of child development theories to early childhood education. College Student Journal, 31 (4), 453. [2]
Brief, J. (1983). Beyond Piaget: A Philosophical Psychology. New York: Teachers College Press.
[3]
Crain, W. (2007). Homework and the Freedom to Think: A Piagetian Perspecitive. Encounter, 20(4), 14-19.
[4]
Egan, K. (1983). Education and Psychology: Plato, Piaget and Scientific Psychology. New York: Teachers College Press. [5]
Ediger, M. (2012). Recent leaders in American education. College Student Journal, 46(1), 174-177.
[6]
Gates, L. (1982). Ego development as the goal of education. Education, 103(1), 90. [7]
Hawkes, M. (1982). Facilitating educational restructuring: Apply lessons learned from the past. Education, 113(1), 96.
[8]
Jurczak, P. M. (1997). The language and metaphor of Jean Piaget. Educational Psychology Review, 9(3), 311-318. doi:10.1023/A:1024795410368 [9]
Kim, Y., & Baylor, A. (2006). A Social-Cognitive Framework for Pedagogical Agents as Learning Companions. Educational Technology Research & Development, 54(6), 569-596. doi:10.1007/s11423-006-0637-3 [10]
Mayer, S. J. (2005). The early evolution of Jean Piaget's clinical method. History Of Psychology, 8(4), 362-382. doi:10.1037/1093-4510.8.4.362
[11]
Palincsar, A. S. (1998). Social constructivist perspectives on teaching and learning. Annual Review Of Psychology, 49(1), 345.
[12]
Poplin, M. S. (1988). Holistic/constructivist principles of the teaching/learning process: Implications for the field of learning disabilities. Journal Of Learning Disabilities, 21(7), 401-416. doi:10.1177/002221948802100703
[13]
Powell, K. C., & Kalina, C. J. (2009). Cognitive and Social Constructivism: Developing Tools for an Effective Classroom. Education, 130(2), 241-250.
[14]
Pramling, N. (2006). 'The clouds are alive because they fly in the air as if they were birds': A re-analysis of what children say and mean in clinical interviews in the work of Jean Piaget. European Journal Of Psychology Of Education - EJPE (Instituto Superior De Psicologia Aplicada), 21(4), 453-466.
[15]
Seifert, K. & Sutton, R. Educational Psychology 2nd ed. Florida: Orange Grove. [16]
Shayer, M. (2008). Intelligence for education: As described by Piaget and measured by psychometrics. British Journal Of Educational Psychology, 78(1), 1-29. [17]
M02000297 ( talk) 18:32, 3 July 2015 (UTC)
References
why is there no mention of Piaget's early involvement with the psychoanalytic movement? according to the following article, he seems to have clearly drawn from it's theoretical framework in developing his own early ideas: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3757918/ — Preceding unsigned comment added by 23.91.147.92 ( talk) 21:11, 17 August 2015 (UTC)
Hello fellow Wikipedians,
I have just modified one external link on Jean Piaget. Please take a moment to review my edit. If you have any questions, or need the bot to ignore the links, or the page altogether, please visit this simple FaQ for additional information. I made the following changes:
When you have finished reviewing my changes, you may follow the instructions on the template below to fix any issues with the URLs.
This message was posted before February 2018.
After February 2018, "External links modified" talk page sections are no longer generated or monitored by InternetArchiveBot. No special action is required regarding these talk page notices, other than
regular verification using the archive tool instructions below. Editors
have permission to delete these "External links modified" talk page sections if they want to de-clutter talk pages, but see the
RfC before doing mass systematic removals. This message is updated dynamically through the template {{
source check}}
(last update: 5 June 2024).
Cheers.— InternetArchiveBot ( Report bug) 16:09, 6 December 2017 (UTC)
Semiotic functions are described in preoperational sub stage (WP—article) Is it connected to semiotics? M K Mani muttappillil ( talk) 16:52, 21 March 2020 (UTC)
His theory of child development is studied in pre-service education programs. Educators continue to incorporate constructivist-based strategies. — Preceding unsigned comment added by 64.121.1.239 ( talk) 18:50, 22 December 2020 (UTC)
An Editor has now deleted the information about the intersection between these two notable people twice. https://en.wikipedia.org/?title=Jean_Piaget&diff=1063348312&oldid=1063303449 His second deletion, in lieu of taking it to the TOG page, didn’t even proper irrational, even the inappropriate one that was first offered. No Wikipedia rules based rationale has been given. Just the editors subjective view that he doesn’t feel it is necessary, although obviously nothing on Wikipedia is necessary, including an article on Piaget or Westheimer. One shouldn’t be engaging in deletions that are lacking in Wikipedia-based rationale, are used to deletions foreign to that category. -- 2600:1017:B80D:8C9B:FC0D:6FCF:9734:FE27 ( talk) 21:19, 2 January 2022 (UTC)
@ Iss246: Based on what you said in your edit summary reverting a category removal, I think you misunderstood my edit summary when I removed Category:Stage theories from this article. There is a newer subcategory of Category:Stage theories called Category:Developmental stage theories that is specifically for psychological theories. There is an article called Piaget's theory of cognitive development that is specifically devoted to his theory of cognitive development, and that article is already in Category:Developmental stage theories. The rationale for removal of Category:Stage theories is that Jean Piaget is about a person, and Piaget's theory of cognitive development is about Piaget's theory, so it is the latter article that should be categorized as a developmental stage theory (as it already is), and not the former. Is that clear? Biogeographist ( talk) 13:54, 10 May 2022 (UTC)