About the Book
After Piaget proves that Jean Piaget's work is critical for understanding some of the most current proposals in the study of psychological development. It analyses Piaget's legacy, moving beyond the harsh critiques that have circulated since he lost prominence. It also brings together new developments and research practices that have grown out of Jean Piaget's tradition, while providing a retrospective glance into the intellectual atmospheres of different periods at which the contributors encountered Piaget.
This book reveals the richness and coherence of the School of Geneva's research during the last decades before Piaget's death. Contributions from scholars who formed part of the School of Geneva during the 1970s and '80s demonstrate Piaget's influence on such diverse fields as infant development, ethnology, neuropsychology, semiotic development, and epistemology. After Piaget is part of Transaction's History and Theory of Psychology series.
Table of Contents:
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
About the Author :
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.
Review :
-[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
