Jean Piaget was born on August 9, 1896 in Neuchatel and died on September 16, 1980 in Geneva. It is the oldest child of Arthur Piaget, a professor of medieval literature and Rebecca Jackson.
When high school graduates enroll in the Faculty of Sciences of the University of Neuchatel, where he obtained a doctorate in science. During this period published two books whose content is philosophical and, although the author's writings describe later as teens, will be crucial in the evolution of his thinking.
After spending a semester in Zurich, where psychoanalysis began, going to work for a year in Paris, Alfred Binet's laboratory. There he studied problems related to the development of intelligence.
Piaget exerted on charges professor of psychology, sociology, philosophy of science at the University of Neuchatel (1925 to 1929), professor of history of scientific thought at the University of Geneva from 1929 to 1939, director of the International Bureau of Education from 1929 to 1967, Professor of Psychology and Sociology at the University of Lausanne from 1938 to 1951, Professor of Sociology at the University of Geneva from 1939 to 1952 and then in experimental psychology from 1940 to 1971. He was the only Swiss professor was invited to teach at the Sorbonne from 1952 to 1963.
In 1955 Piaget created the International Centre for Genetic Epistemology and directed it until his death.
His works Genetic Psychology and Epistemology seeking an answer to the fundamental question of the construction of knowledge. The various investigations carried out in the domain of children's thinking allowed him to bring out the logic of the child not only builds gradually, following their own laws but also develops throughout life through several stages before reach the adult level.
Piaget essential contribution to knowledge was to have shown that children have specific ways of thinking that distinguish the adult. Jean Piaget received over thirty honorary degrees from various universities in the world and numerous awards.
When high school graduates enroll in the Faculty of Sciences of the University of Neuchatel, where he obtained a doctorate in science. During this period published two books whose content is philosophical and, although the author's writings describe later as teens, will be crucial in the evolution of his thinking.
After spending a semester in Zurich, where psychoanalysis began, going to work for a year in Paris, Alfred Binet's laboratory. There he studied problems related to the development of intelligence.
Piaget exerted on charges professor of psychology, sociology, philosophy of science at the University of Neuchatel (1925 to 1929), professor of history of scientific thought at the University of Geneva from 1929 to 1939, director of the International Bureau of Education from 1929 to 1967, Professor of Psychology and Sociology at the University of Lausanne from 1938 to 1951, Professor of Sociology at the University of Geneva from 1939 to 1952 and then in experimental psychology from 1940 to 1971. He was the only Swiss professor was invited to teach at the Sorbonne from 1952 to 1963.
In 1955 Piaget created the International Centre for Genetic Epistemology and directed it until his death.
His works Genetic Psychology and Epistemology seeking an answer to the fundamental question of the construction of knowledge. The various investigations carried out in the domain of children's thinking allowed him to bring out the logic of the child not only builds gradually, following their own laws but also develops throughout life through several stages before reach the adult level.
Piaget essential contribution to knowledge was to have shown that children have specific ways of thinking that distinguish the adult. Jean Piaget received over thirty honorary degrees from various universities in the world and numerous awards.
DEFINITION OF BASIC CONCEPTS OF THE THEORY OF Piaget
* OUTLINE: This represents what can be replicated more broadly in an action, ie the scheme is that they have in common stocks, such as "push" an object with a bar or any other instrument. A schema is an operational activity that is repeated (at first so reflected) and universalized so that no other significant previous stimuli become able to raise it. A schema is a simplified (for example, the map of a city).
Piaget's theory is first of all the schemes. At first, the schemes are reflex behaviors, but later including voluntary movements until later go on to become primarily on mental operations. With the development of new emerging and existing schemes are rearranged in different ways. These changes occur in a sequence and progress in accordance with a series of stages.
* Organization: This is the set of responses that occur after the subject of knowledge acquired from outside elements. Thus, the focus of what we might call the theory of manufacturing intelligence is that it is "constructed" in the subject's head by an activity of the structures that feed on the patterns of action, or regulations and coordination of the activities of the child. The structure is not only a balanced integration schemes. Thus, for the child to move from one state to another higher level of development, has to use the schemes that already have, but in terms of the structures.
* ORGANIZATION: This is an attribute that has the intelligence, and consists of the stages of knowledge that lead to different behaviors in specific situations. For Piaget an object can never be seen or learned in itself but through the organizations of the actions of the subject in question.
The role of the organization allows the subject to maintain the flow into coherent interaction with the environment.
* Adaptation: The adaptation is always present through two basic elements: assimilation and accommodation. The adaptation process seeks stability at some point, and in others the change.
In itself, adaptation is an attribute of intelligence, which is acquired by assimilation through which new information is acquired and also for the accommodation in which fit this new information.
Matching feature allows the subject to approach and achieve a dynamic adjustment to the environment.
Adaptation and organization are key roles and are constantly involved in the process of cognitive development, both are inseparable elements.
* ADOPTION: Assimilation refers to the manner in which an organism faces a stimulating environment in terms of current organization. "The mental assimilation is the incorporation of objects into patterns of behavior patterns that are nothing but the frame of actions that the man can play an active role in reality" (Piaget, 1948).
Globally one can say that assimilation is the fact that the agency take the substances taken from theenvironment to their own structures. Incorporating the data of experience in the innate structures of the subject.* OUTLINE: This represents what can be replicated more broadly in an action, ie the scheme is that they have in common stocks, such as "push" an object with a bar or any other instrument. A schema is an operational activity that is repeated (at first so reflected) and universalized so that no other significant previous stimuli become able to raise it. A schema is a simplified (for example, the map of a city).
Piaget's theory is first of all the schemes. At first, the schemes are reflex behaviors, but later including voluntary movements until later go on to become primarily on mental operations. With the development of new emerging and existing schemes are rearranged in different ways. These changes occur in a sequence and progress in accordance with a series of stages.
* Organization: This is the set of responses that occur after the subject of knowledge acquired from outside elements. Thus, the focus of what we might call the theory of manufacturing intelligence is that it is "constructed" in the subject's head by an activity of the structures that feed on the patterns of action, or regulations and coordination of the activities of the child. The structure is not only a balanced integration schemes. Thus, for the child to move from one state to another higher level of development, has to use the schemes that already have, but in terms of the structures.
* ORGANIZATION: This is an attribute that has the intelligence, and consists of the stages of knowledge that lead to different behaviors in specific situations. For Piaget an object can never be seen or learned in itself but through the organizations of the actions of the subject in question.
The role of the organization allows the subject to maintain the flow into coherent interaction with the environment.
* Adaptation: The adaptation is always present through two basic elements: assimilation and accommodation. The adaptation process seeks stability at some point, and in others the change.
In itself, adaptation is an attribute of intelligence, which is acquired by assimilation through which new information is acquired and also for the accommodation in which fit this new information.
Matching feature allows the subject to approach and achieve a dynamic adjustment to the environment.
Adaptation and organization are key roles and are constantly involved in the process of cognitive development, both are inseparable elements.
* ADOPTION: Assimilation refers to the manner in which an organism faces a stimulating environment in terms of current organization. "The mental assimilation is the incorporation of objects into patterns of behavior patterns that are nothing but the frame of actions that the man can play an active role in reality" (Piaget, 1948).
* ACCOMMODATION: The accommodation involves modifying the current organization in response toenvironmental demands. The process by which the subject is set to external conditions. The accommodationnot just as a necessity of submitting to the environment, but it is also necessary to coordinate the variousschemes of assimilation.
* BALANCE: The unit of organization in the knower. They are called "bricks" of the whole construction of intellectual or cognitive system, regulating the interactions between the subject and reality, which in turnserve as frames through which assimilating new information is incorporated into the individual
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