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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

Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves 225-238) and index.

Diss.--Universität Salzburg, 1992. / Bibliogr. p. 365-402. Index.

Made available in DSpace on 2018-08-01T23:42:18Z (GMT). No. of bitstreams: 1 tese_7207_Tese_Doutorado_SamiraBissoliSaleme_v1.pdf: 1936473 bytes, checksum: 12b9fdb84b203731aa197c127f5eebc0 (MD5) Previous issue date: 2016-04-28 / Esta tese teve por objetivo analisar o desenvolvimento da precursividade e da evolução dos possíveis e necessários em estratégias de resolução de labirintos impressos e digitais. Para tanto, foram utilizados como instrumentos o Subteste Labirintos da Escala de Inteligência Wechsler para Crianças WISC III e o jogo Alice no Labirinto das Decisões - ALD. O estudo contou com 30 participantes, nas idades de 6, 10 e 14 anos, sendo 10 em cada idade, com distribuição equitativa por sexo. O delineamento foi do tipo não experimental, com análises descritiva e correlacional bivariada pelo teste de Correlação de Pearson. Os resultados evidenciaram uma progressiva evolução da precursividade e estreita relação entre a resolubilidade de labirintos impressos e digitais com o avançar da idade e do desenvolvimento das estruturas operatórias, correspondente aos níveis propostos de cursividade, intercursividade e precursividade. Constatou-se a existência de correlação, em nível moderado e negativamente direcionado, entre a pontuação obtida nos labirintos Wisc e a quantidade de jogadas necessárias à finalização do ALD, para o grupo de 14 anos (ρ = -0,5, num intervalo de confiança de 95%, onde α = 0,05). Assim, maiores pontuações no subteste Labirintos Wisc correlacionaramse moderadamente a menores quantidades de jogadas no ALD para o grupo de participantes com 14 anos. Níveis mais elevados de resolubilidade mostraram-se relacionados à capacidade operatória e conquistas próprias do pensamento formal, característicos do nível operatório hipotético-dedutivo.

Made available in DSpace on 2018-08-02T00:03:45Z (GMT). No. of bitstreams: 1 tese_10308_ata de defesa.pdf: 572067 bytes, checksum: aa7839daa4252503728b3c16bf5a14a7 (MD5) Previous issue date: 2016-09-26 / É vital para um professor construtivista monitorar a aprendizagem de cada aluno, a fim de facilitar a definição dos próximos passos no desenvolvimento de uma disciplina. Esta é uma tarefa que consome muito tempo e que exige um arcabouço teórico para apoiar as observações do professor. Esse monitoramento poderia se beneficiar de certas ferramentas automatizadas para agilizar algumas partes do processo.Diferentes abordagens pedagógicas dizem que o uso de mapas conceituais pode ajudar os alunos nos processos de significação de novos conteúdos ou na ressignificação dos que já aprendeu. A posição epistemológica de Piaget afirma que o desenvolvimento de estruturas lógico-matemáticas de um aluno está relacionado com a aprendizagem de conceitos, formando deste modo, um sistema conceitual. Na construção de mapas conceituais, criamos, em última análise, o que Piaget chama de "Implicações Significantes" que evoluem de acordo com a natureza semântica das relações conceituais que criamos.

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