Series Editor's Preface Restoring Piaget to the World: Looking Back to Construct the Future Jaan Valsiner PrefaceIntroduction The Fertility of Piaget's Legacy Cintia Rodriguez and Eduardo Marti Part 1. Beyond Piaget's Constructivism1 From Constructivism to Neuroconstructivism: The Activity-Dependent Structuring of the Human Brain Annette Karmiloff-Smith2 Piaget as a Pioneer of Dialectical Constructivism: Seeking Dynamic Processes for Human Science Juan Pascual-Leone3 Contributions of Piagetian Constructivism to Social Interactionism Jean-Paul Bronckart Part 2. From Animal to Infant and Child Development4 Piaget and the Comparative Psychology of Animal Cognition Jacques Vauclair5 Baby Assault on Piaget Philippe Rochat6 Clinical Approach of the Premature Infant, Evaluations, and Developmental Care Andre Bullinger7 Piaget and Consciousness: Retrospect and Prospect Francisco Pons, Paul L. Harris, and Marc de Rosnay Part 3. Semiotic Challenges along Development8 The Functional Permanence of the Object: A Product of Consensus Cintia Rodriguez9 Thinking with Signs: From Symbolic Actions to External Systems of Representation Eduardo Marti10 The Discovery of a Piagetian Child in Literacy Development Emilia Ferreiro Part 4. Development through Education11 From Individual to Didactic Microgenesis: Studies on Situated Knowledge Transformations Madelon Saada-Robert12 Choose Two or Three Scapegoats and Make Your Point! Should I? Critical Thoughts on a Fabulous Experience and Its Heritage Anne-Nelly Perret-Clermont List of ContributorsIndex
Eduardo Marti is professor of developmental and educational psychology at Universitat de Barcelona, Spain. His latest books are Representing the World Externally (Representar el Mundo Externamente) and Development, Culture and Education (Desarrollo, Cultura y Educacion). Cintia Rodriguez is professor of developmental psychology at the Universidad Autonoma de Madrid, Spain. She has published The Magic Number Three (El magico numero tres) and From Rhythm to Symbol (Del ritmo al simbolo), among other works.
-[Q]uietly and persistently, Piaget's constructs remain influential
through the work of numerous researchers. This refreshing volume
looks at the work of those heirs to controversy, picking up the
threads since Piaget's death. The volume presents fundamental
Piagetian concepts of evidence-based manner, indicating how these
play a vital role for the developing person. An important chapter
on dialectical constructivism reminds readers that Piaget is the
vital link between rationalism and empiricism for cognitive
science, setting the stage for future scholars to fill the gaps.
Each chapter provides a thorough exploration of some aspect of the
Piagetian system. Jaan Valsiner sums it up in the preface:
-Piaget's ideas are wandering all over the world as they remain
fresh in their richness- . . . Highly recommended.- --D. M.
Chirico, Choice -This book represents the important stage in
Piagetian theory that came after Piaget. His students have advanced
Piagetian theory in two main directions. The first is the
reconciliation of his theory with the growing evidence of 'neonatal
competence.' The second concerns the profound socialization of
Piagetian theory. The book itself is a striking example of a
fundamental Piagetian theme, the positive power of negation in the
construction of knowing.- --Alan Costall, professor of theoretical
psychology, University of Portsmouth -After Jean Piaget's death in
1980, a host of cognitive developmental psychologists, riding a
tide of resurgent nativism, hastened to proclaim the demise of the
theory along with the man. Renewed interest in Vygotsky's
developmental psychology led others to dismiss Piaget's work as
insufficiently attentive to the socio-cultural context of
development. It was, perhaps, inevitable, that Piaget's
intellectual stock would fall before rising again. This new book,
assembling contributions by researchers who worked with Piaget or
with his closest associates, evaluates Piaget's lasting
contribution both in a historical context, and in the light of
contemporary research and theory. The result is a fascinating
volume that attests to the diversity, productivity, and continuing
dynamic force of Piaget's legacy. This book is no hagiography, and
the chapters are not exegetical essays. The weaknesses of the
Piagetian project are exposed, along with its dialectical unity,
and the critical stances adopted serve as starting points for a
genuine renewal. After Piaget is required reading for all who take
theory in developmental science seriously, and need to know about
the present and the future of genetic epistemology. It is a fitting
tribute both to Piaget, and to the distinguished researchers who
have built upon his work.- --Chris Sinha, president, International
Cognitive Linguistics Association; editor, Language and
Cognition
"[Q]uietly and persistently, Piaget's constructs remain influential
through the work of numerous researchers. This refreshing volume
looks at the work of those heirs to controversy, picking up the
threads since Piaget's death. The volume presents fundamental
Piagetian concepts of evidence-based manner, indicating how these
play a vital role for the developing person. An important chapter
on dialectical constructivism reminds readers that Piaget is the
vital link between rationalism and empiricism for cognitive
science, setting the stage for future scholars to fill the gaps.
Each chapter provides a thorough exploration of some aspect of the
Piagetian system. Jaan Valsiner sums it up in the preface:
"Piaget's ideas are wandering all over the world as they remain
fresh in their richness" . . . Highly recommended." --D. M.
Chirico, Choice "This book represents the important stage in
Piagetian theory that came after Piaget. His students have advanced
Piagetian theory in two main directions. The first is the
reconciliation of his theory with the growing evidence of 'neonatal
competence.' The second concerns the profound socialization of
Piagetian theory. The book itself is a striking example of a
fundamental Piagetian theme, the positive power of negation in the
construction of knowing." --Alan Costall, professor of theoretical
psychology, University of Portsmouth "After Jean Piaget's death in
1980, a host of cognitive developmental psychologists, riding a
tide of resurgent nativism, hastened to proclaim the demise of the
theory along with the man. Renewed interest in Vygotsky's
developmental psychology led others to dismiss Piaget's work as
insufficiently attentive to the socio-cultural context of
development. It was, perhaps, inevitable, that Piaget's
intellectual stock would fall before rising again. This new book,
assembling contributions by researchers who worked with Piaget or
with his closest associates, evaluates Piaget's lasting
contribution both in a historical context, and in the light of
contemporary research and theory. The result is a fascinating
volume that attests to the diversity, productivity, and continuing
dynamic force of Piaget's legacy. This book is no hagiography, and
the chapters are not exegetical essays. The weaknesses of the
Piagetian project are exposed, along with its dialectical unity,
and the critical stances adopted serve as starting points for a
genuine renewal. After Piaget is required reading for all who take
theory in developmental science seriously, and need to know about
the present and the future of genetic epistemology. It is a fitting
tribute both to Piaget, and to the distinguished researchers who
have built upon his work." --Chris Sinha, president, International
Cognitive Linguistics Association; editor, Language and
Cognition
"[Q]uietly and persistently, Piaget's constructs remain influential
through the work of numerous researchers. This refreshing volume
looks at the work of those heirs to controversy, picking up the
threads since Piaget's death. The volume presents fundamental
Piagetian concepts of evidence-based manner, indicating how these
play a vital role for the developing person. An important chapter
on dialectical constructivism reminds readers that Piaget is the
vital link between rationalism and empiricism for cognitive
science, setting the stage for future scholars to fill the gaps.
Each chapter provides a thorough exploration of some aspect of the
Piagetian system. Jaan Valsiner sums it up in the preface:
"Piaget's ideas are wandering all over the world as they remain
fresh in their richness" . . . Highly recommended." --D. M.
Chirico, Choice "This book represents the important stage in
Piagetian theory that came after Piaget. His students have advanced
Piagetian theory in two main directions. The first is the
reconciliation of his theory with the growing evidence of 'neonatal
competence.' The second concerns the profound socialization of
Piagetian theory. The book itself is a striking example of a
fundamental Piagetian theme, the positive power of negation in the
construction of knowing." --Alan Costall, professor of theoretical
psychology, University of Portsmouth "After Jean Piaget's death in
1980, a host of cognitive developmental psychologists, riding a
tide of resurgent nativism, hastened to proclaim the demise of the
theory along with the man. Renewed interest in Vygotsky's
developmental psychology led others to dismiss Piaget's work as
insufficiently attentive to the socio-cultural context of
development. It was, perhaps, inevitable, that Piaget's
intellectual stock would fall before rising again. This new book,
assembling contributions by researchers who worked with Piaget or
with his closest associates, evaluates Piaget's lasting
contribution both in a historical context, and in the light of
contemporary research and theory. The result is a fascinating
volume that attests to the diversity, productivity, and continuing
dynamic force of Piaget's legacy. This book is no hagiography, and
the chapters are not exegetical essays. The weaknesses of the
Piagetian project are exposed, along with its dialectical unity,
and the critical stances adopted serve as starting points for a
genuine renewal. After Piaget is required reading for all who take
theory in developmental science seriously, and need to know about
the present and the future of genetic epistemology. It is a fitting
tribute both to Piaget, and to the distinguished researchers who
have built upon his work." --Chris Sinha, president, International
Cognitive Linguistics Association; editor, Language and Cognition
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