GEC3801

Jean Piaget: the structure of thought

Dr G W Dettrick

12 points - 3 hours per week - Second semester - Distance

Objectives Upon successful completion of this subject, students should have become aware of why Piaget is one of the major forces of the twentieth century in psychology; understood the structuralist and genetic epistemology principles upon which Piaget's theory of knowledge is based; explored connections and contrasts between the work of Piaget and others such as Kant, Kuhn, Vygotsky, Basil Bernstein, Chomsky, Levi-Strauss, Saussaure, Talcott Parsons, Foucault, Althusser, etc.; experienced a range of examples illustrating basic principles of Piaget's (process vs fact oriented) 'constructivist' and 'anti-positivist' theory of knowledge; gained knowledge of operations and of the logico-mathematical structures of concrete and formal reasoning; formed a critical appreciation of the breadth of Piaget's work to the extent that the so-called 'age-stage' relationship may be viewed from an appropriate perspective; become familiar with interview techniques which may be used to study pupil's thought; investigated and reported research relevant to the student's particular field of interest; considered the application of Piagetian research to classroom teaching from the standpoint of knowledge development; and become mindful of the criticisms Piaget's work has produced.

Synopsis This subject will begin with a brief review of some of the principles of Piagetian theory illustrated through student involvement with a range of particular activities. Piaget's work will be associated with a structuralist context before proceeding to the consideration of the logical and infralogical groupings associated with concrete operations. This will be followed by an examination of the sixteen binary operations of formal thought. Some attention will be given to concrete and formal reasoning aspects of conservation. The use and application of the various concrete and formal operations will be studied with the aid of practical examples which are drawn from classification, seriation, number, spatial relationships and hypothetico/theoretical, combinatorial, proportional and probabilistic reasoning applicable to all fields of human thought. The subject will conclude with the study of (a) the research the theory has stimulated, (b) the applications of the theory, and (c) criticisms the theory has produced.

Assessment Two assignments (2000 words each): 66% - Journal: 34%

Preliminary reading (one of)

Beard R M Piaget's developmental psychology Mentor, 1969
Forman G E and Kuschner D S The child's construction of knowledge Brooks Cole, 1977
Ginsburg H and Opper S Piaget's theory of intellectual development: An introduction Prentice-Hall, 1969
Phillips J L The origins of intellect Freeman, 1969
Piaget J and Inhelder B The psychology of the child Basic Books, 1969
Pulaski M A S Understanding Piaget Harper and Rowe, 1971

Recommended texts

Gruber H E and Voneche J J (eds) The essential Piaget: An interpretive reference and guide Jason Aronson, 1995
Piaget J Genetic epistemology Columbia University Press, 1970
Piaget J The biology of knowledge: An essay on the relations between organic regulations and cognitive process University of Edinburgh Press, 1971
Piaget J Structuralism Routledge and Kegan Paul, 1971
Piaget J Psychology and epistemology Viking Press, 1971

Prescribed texts

A collection of readings will be supplied.

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