This is a selection of the most important of Piaget's writings spanning a period of some seventy years. These writings cover Piaget's contribution to modern psychological knowledge in a way that clarifies and illuminates his aims, ideas, and underlying themes.--From back cover.

Inhelder in her introduction. The reason for this unity is that explanatory adequacy can be attained only by exploring the formative and constructive aspects of development. To explain a psychologic reaction or a cognitive mechanism (at all levels, including that of scientific thought) is not simply to describe them, but to comprehend the processes by which they were formed; failing that, one can but note results without grasping their meaning. JEAN PlACET VI Man distinguishes himself from other creatures primarily by his abstract reasoning capacity and his ability to communicate his knowledge by highly complex symbolic processes. What is called "humanity" and progress is to a large degree a measure of his consciousness and the deployment of his creative potentials. There are few scientists who have explored the universe of cogni tion, and contributed to the understanding of the realm of knowledge, with greater genius, care, and scientific intuition than Jean Piaget and his longtime collaborator Barbel Inhelder. Professor Inhelder and her assistant Dr. Harold Chipman realized this book in spite of the heavy load of research, teaching, and administra tive duties in a rapidly expanding Institute. It is therefore a particular pleasure for me to presen t this book.

Jean Piaget (1896–1980) was listed among the 100 most important persons in the twentieth century by Time magazine, and his work - with its distinctive account of human development - has had a tremendous influence on a range of disciplines from philosophy to education, and notably in developmental psychology. The Cambridge Companion to Piaget provides a comprehensive introduction to different aspects of Piaget's work in a manner that does not eschew engagement with the complexities of subjects or debates yet is accessible to upper-level undergraduate students. Each chapter is a specially commissioned essay written by an expert on the subject matter. Thus, the book will also be of interest to academic psychologists, educational psychologists, and philosophers.

This book, the last one written by Piaget, presents a new line of empirical studies based on a revised formulation of his theory of the development of logical reasoning. The amended theory overcomes many problems and criticisms of his earlier formulations by providing a fresh explanation for the origin of mental operations and mental organization based on the concept of meaning. It also offers a more elegant vision of the continuity in mental development from birth to adulthood. As the final revision of Piaget's theory -- and one that opens up new areas of inquiry -- this book calls for a reinterpretation of his earlier work -- a task which will occupy scholars for decades to come.

Taking a socio-historical and cultural perspective, this book looks at Jean Piaget's own growth from childhood to scientific life. The international and multidisciplinary contributors examine the milieu in which Piaget was born and educated, and search for traces of the experiences, social relationships, commitments and debates that peppered his childhood and adolescence, and informed his future academic career.

Jean Piaget is one of the greatest names in psychology. A knowledge of his ideas is essential for all in psychology and education. Sociological Studies is one of his major works to remain untranslated. Now an international team of Piaget experts has got together to ensure that this important work is available in English. This classic text, exploring the role of social experience in the development of understanding, shows the general perception of Piaget as someone who took insufficient account of social factors in psychology to be false.

The works published by the Swiss psychologist Jean Piaget and his associates during the past forty years constitute the largest repository of knowledge about the cognitive development of children that is available anywhere, and Piaget's general theory of intellectual development rivals, in scope and comprehensiveness, Freud's theory of personality development Here is a self-contained general summary of Piaget's theory, written at a relatively nontechnical level. It is suitable for use in a variety of courses in psychology and education -- child psychology, child development, educational psychology, learning, psychological systems, general psychology, and others. It will also interest professionals and educated laymen as a timely exposition of ideas that are attracting the attention of increasing numbers of American psychologists. In order to convey the complexities of the theory to readers who have had no previous contact with it, the author uses a number of unusual pedagogical devices. He first outlines the theory in an introduction that students can reread with increasing comprehension as they study the text. The main part of the book is an elucidation of the Piagetian periods of intellectual development, with enough illustrations of Piaget's research activities to give the theory meaning. The author frequently reproduces passages from Piaget's clinical observations with Piaget's interpretations deleted, so that the reader can assess his own understanding and better appreciate Piaget's style of inquiry. In an epilogue, the author discusses the educational implications of Piaget's work.

In this fully revised second edition of the classic Young Children Reinvent Arithmetic, Constance Kamii describes and develops an innovative program of teaching arithmetic in the early elementary grades. Kamii bases her educational strategies on renowned constructivist Jean Piaget's scientific ideas of how children develop logico-mathematical thinking. Written in collaboration with a classroom teacher, and premised upon the conviction that children are capable of much more than teachers and parents generally realize, the book provides a rich theoretical foundation and a compelling explanation of educational goals and objectives. Kamii calls attention to the ways in which traditional textbook-based teaching can be harmful to children’s development of numerical reasoning, and uses extensive research and classroom-tested studies to illuminate the efficacy of the approach. This book is full of practical suggestions and developmentally appropriate activities that can be used to stimulate numerical thinking among students of varying abilities and learning styles, both within and outside of the classroom. “In this new edition of her important book, Connie Kamii demonstrates scholarship not just in what she has written, but in her willingness to incorporate new ideas and findings. Many people update their books; few assiduously revise them, confronting what they believe to be past errors or gaps in their thinking. Such intellectual honesty, along with consistent connections between theory and practice, make this book a solid contribution to mathematics education of young children.” —Douglas Clements, State University of New York at Buffalo “The development of young children’s logico-mathematical knowledge is at the heart of this text. Similar to the first edition, this revision provides a rich theoretical foundation as well as child-centered activities and principles of teaching that support problem solving, communicating, reasoning, making connections, and representing mathematical ideas. In this great resource for preservice and in-service elementary teachers, Professor Kamii continues to help us understand the implications of Piagetian theory.” —Frances R. Curcio, New York University

This book represents an attempt to understand the evolution of Jean Piaget's basic ideas in the context of his own intellectual development. Piaget sought to elucidate human knowledge by studying its origins and development. In this book, Michael Chapman applies the same method to Piaget's own thinking. Dr Chapman shows that some of the Swiss psychologist's essential ideas originated in adolescent philosophical speculations about the relation between science and value. These same ideas were then developed step by step in Piaget's investigations of children's cognitive development. Dr Chapman claims that Piaget's use of developmental psychology as a means for addressing questions about the evolution of knowledge has been misunderstood by psychologists approaching his work exclusively from the perspectives of their own discipline. Reconstructing Piaget's intellectual biography makes possible a better understanding of the questions he originally posed and the answers he subsequently provided. Dr Chapman concludes with an assessment of Piaget's relevance for contemporary psychology and philosophy and suggests ways in which Piagetian theory might be further developed.