The Genevan scholar, Jean Piaget, made a highly significant contribution to epistemology that has not generally been adequately recognized by philosophers. His purpose was to remove epistemology from philosophy and make it a strictly scientific endeavour separate from philosophy. Yet an examination of main themes in his theory of knowledge shows the clear outline of a philosophical framework - using his own definition of philosophy. An examination of a number. of criticisms, shows that, underlying philosophical differences constantly emerge as the major factor separating Piaget and his critics.. That Piaget failed in his purpose of establishing a scientific epistemology independently of philosophy is corroborated by a comparison with the psychologist, Rudolph Arnheim. 'The Piagetian philosophy - which though within the mainstream of twentieth century philosophy, has its own quite distinctive features leans to a shaping of the. experimental data in terms of a constructivist, monolithic hierarchy of knowledge, not as a static structure but as a continually structuring activity. In this structuring activity knowledge develops in a continual interaction of subject and object in which the object feeds the cognitive structure of the subject and the subject by its logico-mathematical structure, gives order to the object world- There is a conflation of the logical and mathematical and a blurring of the distinction between the logical function,. as a primary functional mode, and the formalization by which we extend knowledge of the logical function with the aid of symbols. Cognitive normativity is seen as provided by a formalization of logic, rooted ultimately in the universal biological structure of the organism. As an alternative., and more satisfactory, empirical philosophical framework the outline is given for a multi-dimensional theory of knowledge within a lawfully ordered, dynamic, relational field. Within this context, it becomes apparent that the Piagetian experiments do not trace the development of thought or the growth of knowledge or of logic as such, but have the more limited scope of tracing the development• of one mode of knowledge; a mode of knowledge which is nevertheless important because of its role in science. The evaluation of Piaget and the proposed alternative make constant appeal to empirical data. At the same time, it is acknowledged that: an. explicit Christian commitment also plays a part just as Piaget's commitment played a part in shaping his theory. / MA, PU vir CHO, 1983

The Genevan scholar, Jean Piaget, made a highly significant contribution to epistemology that has not generally been adequately recognized by philosophers. His purpose was to remove epistemology from philosophy and make it a strictly scientific endeavour separate from philosophy. Yet an examination of main themes in his theory of knowledge shows the clear outline of a philosophical framework - using his own definition of philosophy. An examination of a number. of criticisms, shows that, underlying philosophical differences constantly emerge as the major factor separating Piaget and his critics.. That Piaget failed in his purpose of establishing a scientific epistemology independently of philosophy is corroborated by a comparison with the psychologist, Rudolph Arnheim. 'The Piagetian philosophy - which though within the mainstream of twentieth century philosophy, has its own quite distinctive features leans to a shaping of the. experimental data in terms of a constructivist, monolithic hierarchy of knowledge, not as a static structure but as a continually structuring activity. In this structuring activity knowledge develops in a continual interaction of subject and object in which the object feeds the cognitive structure of the subject and the subject by its logico-mathematical structure, gives order to the object world- There is a conflation of the logical and mathematical and a blurring of the distinction between the logical function,. as a primary functional mode, and the formalization by which we extend knowledge of the logical function with the aid of symbols. Cognitive normativity is seen as provided by a formalization of logic, rooted ultimately in the universal biological structure of the organism. As an alternative., and more satisfactory, empirical philosophical framework the outline is given for a multi-dimensional theory of knowledge within a lawfully ordered, dynamic, relational field. Within this context, it becomes apparent that the Piagetian experiments do not trace the development of thought or the growth of knowledge or of logic as such, but have the more limited scope of tracing the development• of one mode of knowledge; a mode of knowledge which is nevertheless important because of its role in science. The evaluation of Piaget and the proposed alternative make constant appeal to empirical data. At the same time, it is acknowledged that: an. explicit Christian commitment also plays a part just as Piaget's commitment played a part in shaping his theory. / MA, PU vir CHO, 1983

Issued also as thesis, Fribourg. / Bibliography: p. 190-193.

This study aims to examine the epistemological contributions of Jean Piaget, with special reference to the role of the knowing subject, to compare this contribution with contemporary contributions in the English-speaking world, particularly those of Karl Popper and Michael Polanyi, and finally to evaluate these contributions critically while developing an alternative theory of knowledge. In order to achieve these aims common problems have been identified that underlie divergent problem formulations. This is of special importance because of the wide divergence between 20th century epistemological developments in the English-speaking world and the French speaking tradition within which Piaget developed his theory. The question of the role of the knowing subject in cognition is itself one such common underlying problem. The widely divergent formulations of epistemological problems in Piaget's epistemology. on the one hand, and his contemporaries in the English-speaking world, leading to different views on the nature of epistemology itself, is due, in a very large measure, to different approaches to this common problem. Two subsidiary common problems are closely related to this central problem. The first is the problem of acceptable tests for a fit between knowledge claims and the experiential universe;the second is the problem of the intersubjective universality of knowledge. This study will be addressed, therefore, primarily to the problem of the role of the knowing subject in cognition together with the above two problems as subsidiary to this central problem. In addition, the development of epistemological discussion both in Piagetian epistemology and in contemporary philosophy in the English-speaking world raises two further problems that become significant for the present study: the problem of the relation, if any, between epistemology and metaphysics and the problem of the cognitive status of science. An examination of the historical background has identified some typical answers, or approaches, to key epistemological problems that provide a framework for the comparative evaluation of contemporary epistemologies. The Western philosophical tradition until the 20th century has been dominated by rationalist answers to' epistemological questions. "Rationalist", in this context, embraces those views that, in one form or another, locate subjective authority in a universal, self-authenticating rationality. In its modern development, since Descartes, rationalism has been characterised by the ascription of autonomy, as well as universality and self-authentication, to this rational authority. In this modern development three further sub-types of rationalism have been identified. One, represented by Kant, identifies autonomous rational authority with a universal a priori conceptual structure of thought. The second, represented by Comte, identifies the universal ordering principle of cognition with an a priori method accredited by Autonomous rational authority. The third, represented by Brunschvicg and largely confined to the French-speaking world, identifies the universal ordering principle with an a priori (innate) dynamic principle that governs the structuring activity of the subject's thought;• as a dynamic governing principle the a priori principle of Brunschvicg can be identified neither with a priori conceptual content nor with an a priori method, but governs rationally the generation of both content and method by the subject's thought. The 20th century has seen a decline in the influence of rationalist solutions with, on the one hand, a tendency, as illustrated in Popper's theory, to an attenuation of rationalist claims and, on the other hand, the rising influence of various types of irrationalism, as illustrated by Polanyi; understanding by ''irrationalism" those views that locate the seat of cognitive authority in an extra-rational function of the knowing subject. In this situation an important issue is the evaluation both of contemporary attempts to save rationalism, of which Piaget's episternalogy is an important example, and of the possibilities offered by the rising tide of irrationalist alternatives. A further important distinction arising from the historical survey is that between intellectualist and empiricist solutions to episteme-logical problems. It is a distinction that cuts across the rationalist / empiricist distinction. "Intellectualism" is used to distinguish those theories that take the primary cognitive objects to be intelligible objects of one kind or another while “empiricism” is used to distinguish theories that take primary cognitive objects to be empirical, or sensible, data. Intellectualism does not necessarily imply the exclusion of sensory experience from a role in cognition any more than empiricism rules out the cognitive use of the intellect; the distinction concerns what is taken to be the primary cognitive data. Within intellectualism four sub-types have been noted. First there is a transcending intellectualism, associated with Plato, in which the subject apprehends intelligible objects by transcending the world of sensory experience. Then there is an abstractive intellectualism, associated with Aristotle, in which the subject abstracts the intelligible objects from the sensible •. Thirdly, there is an a priori intellectualism, represented by Kant, in which the intelligible data are given a priori in the subject's thought. Finally there i& the constructivist intellectualism exemplified by Brunschvicg in which the intelligible data are wholly constructed by the subject's thought. Both the last two have a characteristically modern mentalist stamp. Within empiricism note has been taken of only two sub-types. One is a sensationalist empiricism, associated with Stoicism, in which simple impressions resulting immediately from sensation constitute the cognitive data. The other, which we encounter in Comte and again in Logical Positivism, is a scientist empiricism in which only the sensible data obtained in accordance with a specified scientific method constitute cognitive data. As with the rationalism/irrationalism distinction so in the case of the intellectualism/empiricism distinction no attempt has been made at an exhaustive analysis of sub-types. This is particularly true with respect to empiricism. Because each of the three 20th century epistemological contributions that provide the main focus of this study have an intellectualist character more attention has been paid to the development of the intellectualist tradition than the empiricist. In considering the empiricist tradition special attention has been paid to those forms of empiricism with which these three have interacted or perhaps to which they have reacted - which have been predominantly of a scientist type. / DPhil, PU vir CHO, 1986

This study aims to examine the epistemological contributions of Jean Piaget, with special reference to the role of the knowing subject, to compare this contribution with contemporary contributions in the English-speaking world, particularly those of Karl Popper and Michael Polanyi, and finally to evaluate these contributions critically while developing an alternative theory of knowledge. In order to achieve these aims common problems have been identified that underlie divergent problem formulations. This is of special importance because of the wide divergence between 20th century epistemological developments in the English-speaking world and the French speaking tradition within which Piaget developed his theory. The question of the role of the knowing subject in cognition is itself one such common underlying problem. The widely divergent formulations of epistemological problems in Piaget's epistemology. on the one hand, and his contemporaries in the English-speaking world, leading to different views on the nature of epistemology itself, is due, in a very large measure, to different approaches to this common problem. Two subsidiary common problems are closely related to this central problem. The first is the problem of acceptable tests for a fit between knowledge claims and the experiential universe;the second is the problem of the intersubjective universality of knowledge. This study will be addressed, therefore, primarily to the problem of the role of the knowing subject in cognition together with the above two problems as subsidiary to this central problem. In addition, the development of epistemological discussion both in Piagetian epistemology and in contemporary philosophy in the English-speaking world raises two further problems that become significant for the present study: the problem of the relation, if any, between epistemology and metaphysics and the problem of the cognitive status of science. An examination of the historical background has identified some typical answers, or approaches, to key epistemological problems that provide a framework for the comparative evaluation of contemporary epistemologies. The Western philosophical tradition until the 20th century has been dominated by rationalist answers to' epistemological questions. "Rationalist", in this context, embraces those views that, in one form or another, locate subjective authority in a universal, self-authenticating rationality. In its modern development, since Descartes, rationalism has been characterised by the ascription of autonomy, as well as universality and self-authentication, to this rational authority. In this modern development three further sub-types of rationalism have been identified. One, represented by Kant, identifies autonomous rational authority with a universal a priori conceptual structure of thought. The second, represented by Comte, identifies the universal ordering principle of cognition with an a priori method accredited by Autonomous rational authority. The third, represented by Brunschvicg and largely confined to the French-speaking world, identifies the universal ordering principle with an a priori (innate) dynamic principle that governs the structuring activity of the subject's thought;• as a dynamic governing principle the a priori principle of Brunschvicg can be identified neither with a priori conceptual content nor with an a priori method, but governs rationally the generation of both content and method by the subject's thought. The 20th century has seen a decline in the influence of rationalist solutions with, on the one hand, a tendency, as illustrated in Popper's theory, to an attenuation of rationalist claims and, on the other hand, the rising influence of various types of irrationalism, as illustrated by Polanyi; understanding by ''irrationalism" those views that locate the seat of cognitive authority in an extra-rational function of the knowing subject. In this situation an important issue is the evaluation both of contemporary attempts to save rationalism, of which Piaget's episternalogy is an important example, and of the possibilities offered by the rising tide of irrationalist alternatives. A further important distinction arising from the historical survey is that between intellectualist and empiricist solutions to episteme-logical problems. It is a distinction that cuts across the rationalist / empiricist distinction. "Intellectualism" is used to distinguish those theories that take the primary cognitive objects to be intelligible objects of one kind or another while “empiricism” is used to distinguish theories that take primary cognitive objects to be empirical, or sensible, data. Intellectualism does not necessarily imply the exclusion of sensory experience from a role in cognition any more than empiricism rules out the cognitive use of the intellect; the distinction concerns what is taken to be the primary cognitive data. Within intellectualism four sub-types have been noted. First there is a transcending intellectualism, associated with Plato, in which the subject apprehends intelligible objects by transcending the world of sensory experience. Then there is an abstractive intellectualism, associated with Aristotle, in which the subject abstracts the intelligible objects from the sensible •. Thirdly, there is an a priori intellectualism, represented by Kant, in which the intelligible data are given a priori in the subject's thought. Finally there i& the constructivist intellectualism exemplified by Brunschvicg in which the intelligible data are wholly constructed by the subject's thought. Both the last two have a characteristically modern mentalist stamp. Within empiricism note has been taken of only two sub-types. One is a sensationalist empiricism, associated with Stoicism, in which simple impressions resulting immediately from sensation constitute the cognitive data. The other, which we encounter in Comte and again in Logical Positivism, is a scientist empiricism in which only the sensible data obtained in accordance with a specified scientific method constitute cognitive data. As with the rationalism/irrationalism distinction so in the case of the intellectualism/empiricism distinction no attempt has been made at an exhaustive analysis of sub-types. This is particularly true with respect to empiricism. Because each of the three 20th century epistemological contributions that provide the main focus of this study have an intellectualist character more attention has been paid to the development of the intellectualist tradition than the empiricist. In considering the empiricist tradition special attention has been paid to those forms of empiricism with which these three have interacted or perhaps to which they have reacted - which have been predominantly of a scientist type. / DPhil, PU vir CHO, 1986

O objetivo da presente pesquisa é investigar as relações entre construção de valores e aprendizagem de língua inglesa. Nossa sociedade nos faz crer que é muito importante aprender e falar fluentemente uma língua estrangeira, especialmente a língua inglesa. Aprender uma língua é altamente benéfico em termos acadêmicos, profissionais, pessoais e cognitivos, na medida em que potencializa, por exemplo, a percepção cultural e as habilidades linguísticas de uma pessoa. Porém, os interesses dos estudantes parecem ser majoritariamente influenciados por motivações extrínsecas, já que muitos deles acreditam que é importante aprender inglês para competir no mercado de trabalho. Não sendo necessariamente ruim, o impacto dessa perspectiva deveria ser discutida em termos de como os estudantes coordenam aprendizado de língua estrangeira, interesses pessoais e, consequentemente, valores. Sabe-se que motivações mais extrínsecas tendem a buscar recompensas externas e resultados rápidos, enquanto o aprendizado de uma língua é uma construção pessoal, reflexiva e complexa. Piaget (1954) demonstrou que o interesse é o combustível para a construção do conhecimento. Sem interesse, o aprendiz não se esforça para resolver uma situação. De acordo com Piaget (1954), o interesse tem uma função regulatória na construção do conhecimento, aumentando ou diminuindo a quantidade de energia aplicada na interação com um objeto de conhecimento. Como alguns objetos são mais interessantes que outros, o aprendiz os coordena, construindo uma hierarquia pessoal de valores. Considerando a teoria de Piaget nosso principal universo de referência, o presente estudo tem por objetivo contribuir para o trabalho de educadores e psicólogos. A primeira parte da pesquisa consiste numa revisão bibliográfica sobre a teoria piagetiana da afetividade, sobre motivação e sobre aprendizado de línguas. A segunda parte traz os resultados de vinte entrevistas nos moldes da Entrevista Clínica Piagetiana sobre os valores atribuídos à língua estrangeira pelos alunos, relacionados à motivação, experiências, emoções, prática e metas / The aim of this research is to investigate the relations between values construction and English language learning. Our society makes us believe it is very important to learn and speak fluently another language, specially English. Learning another language is highly beneficial academically, professionally, personally, and cognitively, as it enhances, for example, cultural awareness and language skills. However, students interests seem to have been influenced mostly by extrinsic motivation, since many of them believe it is important to learn English in order to meet the market demand. Not being necessarily bad, the impact of this perspective should be discussed in terms of how these learners coordinate foreign language learning, personal interests and, consequently, values. It is known that more extrinsic motivation tends to focus on external reward, fast and practical results, while learning another language involves a complex, personal and reflexive knowledge construction. Piaget (1954) has shown that interest is the fuel of knowledge construction. Without interest, the learner would never make effort to make sense out of the experience. According to Piaget (1954), interest has a regulatory function, increasing or decreasing the amount of energy used in the interaction with an object of knowledge. Some objects may be more interesting than others and the learner coordinates them, constructing a hierarchy of personal values. Taking the theory of Piaget as our main universe of reference, the present study aims to contribute with the work of educators and psychologists. The first part of the research displays a bibliographical review on affectivity in Piagetian theory, on motivation, and also on language learning. The second part presents the results of twenty interviews similar to Piagetian Clinical Interviews about values which students attribute to the foreign language, connected to their motivation, emotion, experiences, practice and goals

O objetivo da presente pesquisa é investigar as relações entre construção de valores e aprendizagem de língua inglesa. Nossa sociedade nos faz crer que é muito importante aprender e falar fluentemente uma língua estrangeira, especialmente a língua inglesa. Aprender uma língua é altamente benéfico em termos acadêmicos, profissionais, pessoais e cognitivos, na medida em que potencializa, por exemplo, a percepção cultural e as habilidades linguísticas de uma pessoa. Porém, os interesses dos estudantes parecem ser majoritariamente influenciados por motivações extrínsecas, já que muitos deles acreditam que é importante aprender inglês para competir no mercado de trabalho. Não sendo necessariamente ruim, o impacto dessa perspectiva deveria ser discutida em termos de como os estudantes coordenam aprendizado de língua estrangeira, interesses pessoais e, consequentemente, valores. Sabe-se que motivações mais extrínsecas tendem a buscar recompensas externas e resultados rápidos, enquanto o aprendizado de uma língua é uma construção pessoal, reflexiva e complexa. Piaget (1954) demonstrou que o interesse é o combustível para a construção do conhecimento. Sem interesse, o aprendiz não se esforça para resolver uma situação. De acordo com Piaget (1954), o interesse tem uma função regulatória na construção do conhecimento, aumentando ou diminuindo a quantidade de energia aplicada na interação com um objeto de conhecimento. Como alguns objetos são mais interessantes que outros, o aprendiz os coordena, construindo uma hierarquia pessoal de valores. Considerando a teoria de Piaget nosso principal universo de referência, o presente estudo tem por objetivo contribuir para o trabalho de educadores e psicólogos. A primeira parte da pesquisa consiste numa revisão bibliográfica sobre a teoria piagetiana da afetividade, sobre motivação e sobre aprendizado de línguas. A segunda parte traz os resultados de vinte entrevistas nos moldes da Entrevista Clínica Piagetiana sobre os valores atribuídos à língua estrangeira pelos alunos, relacionados à motivação, experiências, emoções, prática e metas / The aim of this research is to investigate the relations between values construction and English language learning. Our society makes us believe it is very important to learn and speak fluently another language, specially English. Learning another language is highly beneficial academically, professionally, personally, and cognitively, as it enhances, for example, cultural awareness and language skills. However, students interests seem to have been influenced mostly by extrinsic motivation, since many of them believe it is important to learn English in order to meet the market demand. Not being necessarily bad, the impact of this perspective should be discussed in terms of how these learners coordinate foreign language learning, personal interests and, consequently, values. It is known that more extrinsic motivation tends to focus on external reward, fast and practical results, while learning another language involves a complex, personal and reflexive knowledge construction. Piaget (1954) has shown that interest is the fuel of knowledge construction. Without interest, the learner would never make effort to make sense out of the experience. According to Piaget (1954), interest has a regulatory function, increasing or decreasing the amount of energy used in the interaction with an object of knowledge. Some objects may be more interesting than others and the learner coordinates them, constructing a hierarchy of personal values. Taking the theory of Piaget as our main universe of reference, the present study aims to contribute with the work of educators and psychologists. The first part of the research displays a bibliographical review on affectivity in Piagetian theory, on motivation, and also on language learning. The second part presents the results of twenty interviews similar to Piagetian Clinical Interviews about values which students attribute to the foreign language, connected to their motivation, emotion, experiences, practice and goals

Jean Piaget desenvolveu, a partir dos anos 60, uma teoria de adaptação e evolução das especies que unifica o todo o funcionamento do organismo, desde seu comportamento ate as modificacoes geneticas, sob um paradigma cibernetico e interativo. Tal modelo, ignorado a epoca, tem se mostrado cada vez mais coerente com as descobertas da Biologia Moderna. Este trabalho procura mostrar a congruencia do modelo de Piaget as evidencias levantadas Biologia do seculo XXI e extrair dai algumas consequência para a Psicologia e para outras areas do conhecimento e da ação humanas / Jean Piaget developed, from the sixties onward, a theory for adaptation and evolution of species that unifies under a cybernetic and interactive paradigm the entire living being functioning, from the behavior to the genetic modifications. This model, ignored at the time, has become ever more consistent with the findings of modern biology. This work aims to show the congruence of Piaget\'s model to the evidence raised Biology of the XXI century and then extract some consequence for psychology and other areas of knowledge and human action

Submitted by Marcos Henriques Da Freiria null (marcosfreiria@gmail.com) on 2017-04-06T09:49:54Z No. of bitstreams: 1 DISSERTACAO FINAL - MESTRADO MHF2017.pdf: 1921850 bytes, checksum: dc0734c873f8c33b398018f5022e946f (MD5) / Approved for entry into archive by Luiz Galeffi (luizgaleffi@gmail.com) on 2017-04-12T18:44:54Z (GMT) No. of bitstreams: 1 freiria_mh_me_mar.pdf: 1921850 bytes, checksum: dc0734c873f8c33b398018f5022e946f (MD5) / Made available in DSpace on 2017-04-12T18:44:54Z (GMT). No. of bitstreams: 1 freiria_mh_me_mar.pdf: 1921850 bytes, checksum: dc0734c873f8c33b398018f5022e946f (MD5) Previous issue date: 2017-03-06 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / In this dissertation, we present the results of a Master's Degree in Education which objective was to verify the influence of the parental educational style in the prevention of psychoactive substances use by adolescents. Also, it was investigated whether there was an association between the type of respect (unilateral and mutual) and prevention of drug use, based on the moral psychology of Jean Piaget. The case study was developed in a public school located in the periphery of a medium-sized city of the western region of São Paulo. The subjects were 33 students of both sexes, enrolled in the 9th year of elementary education, aged between 13 and 17 years and socioeconomic level C, according to criteria defined by the Brazilian Association of Research Companies. Through a questionnaire and interviews based on the Piagetian Clinical Method, it was possible to verify that there isn’t a relationship between parental educational styles and use of psychoactive substances. However, there seems to be such relation regarding to the nature of the drugs consumed, because the subjects who were submitted to the authoritative style made use of the lawful ones. It was possible to verify the prevalence of unilateral respect between parents and children and the existence of a relationship between use of psychoactive substances, gender, family structure, religious practice and level of information about drugs. Considering these aspects, the conclusion is that the work regarding the prevention of drug use should consider the kind of respect established between parents and children. / Nesta dissertação, apresentam-se resultados de pesquisa de mestrado em Educação cujo objetivo, entre outros, foi o de verificar a influência do estilo educativo parental na prevenção ao uso de substâncias psicoativas pelos adolescentes. Paralelamente, investigou-se também se havia associação entre o tipo de respeito (unilateral e mútuo) e a prevenção ao uso de drogas, tendo como parâmetro a psicologia moral de Jean Piaget. Tratou-se de um estudo de caso, desenvolvido numa escola pública localizada na periferia de uma cidade de médio porte da região oeste paulistana. Os sujeitos foram 33 estudantes matriculados no 9º ano do Ensino Fundamental II, de ambos os sexos, com idade entre 13 e 17 anos e nível sócio econômico C, segundo critérios definidos pela Associação Brasileira de Empresas de Pesquisa. Mediante questionário e entrevistas baseadas no método clínico piagetiano, constatou-se que não há associação entre estilos educativos parentais e uso de substâncias psicoativas. Contudo, parece existir tal relação no tocante à natureza das drogas ingeridas, pois os sujeitos que foram submetidos ao estilo autoritativo só fizeram uso das lícitas. Verificou-se, ainda, o predomínio do respeito unilateral entre pais e filhos e a existência de relação entre uso de substâncias psicoativas, gênero, estrutura familiar, prática religiosa e nível de informação sobre as drogas. Concluiu-se, além de outros aspectos, que os trabalhos de prevenção ao uso de drogas devem contemplar o tipo de respeito estabelecido entre pais e filhos.

Jean Piaget desenvolveu, a partir dos anos 60, uma teoria de adaptação e evolução das especies que unifica o todo o funcionamento do organismo, desde seu comportamento ate as modificacoes geneticas, sob um paradigma cibernetico e interativo. Tal modelo, ignorado a epoca, tem se mostrado cada vez mais coerente com as descobertas da Biologia Moderna. Este trabalho procura mostrar a congruencia do modelo de Piaget as evidencias levantadas Biologia do seculo XXI e extrair dai algumas consequência para a Psicologia e para outras areas do conhecimento e da ação humanas / Jean Piaget developed, from the sixties onward, a theory for adaptation and evolution of species that unifies under a cybernetic and interactive paradigm the entire living being functioning, from the behavior to the genetic modifications. This model, ignored at the time, has become ever more consistent with the findings of modern biology. This work aims to show the congruence of Piaget\'s model to the evidence raised Biology of the XXI century and then extract some consequence for psychology and other areas of knowledge and human action