GE

GENETIC EPISTEMOLOGY

Introductory Web resources
Books
Periodicals
Societies and Associations
Institutes and Research Groups
Other resources

I think that all structures are constructed and that the fundamental feature is the course of this construction: Nothing is given at the start, except some limiting points on which all the rest is based. The structures are neither given in advance in the human mind nor in the external world, as we perceive or organize it.
— Jean Piaget

Introductory Web resources

• Entry "Epistemology, genetic"
(D.W. Hamlyn, The Oxford Companion of Philosophy)

• Jean Piaget's Genetic Epistemology: Appreciation and Critique
(Robert L. Campbell)

• Teacher Education Piaget / Vygotsky Page

"Genetic Epistemology attempts to explain knowledge, and in particular scientific knowledge, on the basis of its history, its sociogenesis, and especially the psychological origins of the notions and operations upon which it is based. These notions and operations are drawn in large part from common sense, so that their origins can shed light on their significance as knowledge of a somewhat higher level. But genetic epistemology also takes into account, wherever possible, formalisation - in particular, logical formalisations applied to equilibrated thought structures and in certain cases to transformations from one level to another in the development of thought." (Jean Piaget)

[Source]

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Books

Introductory Readings

• Kitchener, Piaget's Theory of Knowledge, 1986

• Cohen, Piaget: Critique and Reassessment, 1983

• Bringuier, Conversations with Jean Piaget, 1980

Anthologies

• Piaget, Revue Internationale de Philosophie 36(142/143), 1982

• Gruber/Vonéche, The Essential Piaget, 1977

"Through its completeness, its logical organization, and its sensitive commentaries, The Essential Piaget gives a clear and valuable picture of the man as seen in his work." (Bärbel Inhelder) [Source]

Selected monographs

• Ducret, Jean Piaget, 1968-1979, 2000

• Wadsworth, Piaget's Theory of Cognitive and Affective Development, 1989

• Piaget/Garcia, Psychogénèse et histoire des sciences, 1983

• Gardner, The Quest for Mind, 1981

• Boden, Piaget, 1979

• Siegel/Brainerd, Alternatives to Piaget, 1978

• Piaget, Behavior and Evolution, 1976

• Piaget, Adaptation vitale et psychologie de l'intelligence, 1974

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Periodicals

• Child Development (1930— )

(Bimonthly.) Devoted to original contributions on topics in child development from the fetal period through adolescence. It is a vital source of information not only for researchers and theoreticians, but for child psychiatrists, clinical psychologists, psychiatric social workers, specialists in early childhood education, educational psychologists, special education teachers, and other researchers in the field.

• The Genetic Epistemologist (1984— )

Newsletter of the Jean Piaget Society. The program of the Annual Symposium constitutes issue two of each volume. Members of the Jean Piaget Society and their colleagues and students are invited to submit brief articles, book reviews, reviews of journal articles, queries, letters, summaries of ideas and research in progress, announcements, and so forth for publication in the Genetic Epistemologist.

• Infancy

(Quarterly.) Serves as the outlet for interdisciplinary research in the area of infant behavior and development.

• Journal of Cognition and Development

Will publish the very best articles on all aspects of cognitive development. In addition to empirical reports, it will feature theoretical essays (occasionally accompanied by peer commentaries), and essay reviews of new and significant books. Criteria for acceptance of submitted manuscripts will include: relevance of the work to issues of broad interest; substance of the argument (including methodological rigor and support for conclusions drawn); ingenuity of the ideas or approach; and quality of expression. Audience: psychologists, cognitive scientists, neuroscientists, linguists, anthropologists, and anyone else interested in the origins and development of cognition.

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Societies and Associations

• Association for Moral Education (AME) (1976— )

Provides an interdisciplinary forum for professionals interested in the moral dimensions of educational theory and practice. Dedicated to fostering communication, cooperation, training, curriculum development, and research that links moral theory with educational practice. Supports self-reflective educational practices that value the worth and dignity of each individual as a moral agent in a pluralistic society.

The Association emphasizes the development of moral understanding in all individuals, and believes that such development requires opportunities for engagement in moral dialogue. Through its program of conferences and publications, the AME serves as a resource to educators, practitioners, students, and the public in matters related to moral education and development, provides expertise on educational policies and practices, and provides information about moral education to interested parties in the general public.

The AME is governed by an Executive Board elected by and drawn from its membership, and the active participation of all of the members of the Association is encouraged. Members include public and private school teachers and administrators, counselors and psychologists, philosophers, sociologists, researchers, teacher educators, religious educators, and graduate students interested in advancing the study of moral education. The AME invites all professionals interested in moral education to be members.

• Fondation Archives Jean Piaget, University of Geneva (1974— ) (Switzerland)

The Foundation has been collecting all the relevant documents in Les Archives Jean Piaget, managed by a professor of psychology at the University of Geneva with the assistance of a scientific committee.

The aim of the Archives is to gather all the writings of Jean Piaget as well as the papers and books inspired by him and his school for the sake of interested students and scholars in order to preserve this scientific legacy and to help in its use and diffusion. The Archives provide a reading room as well as the assistance of several psychologists and one librarian to advise the scientific public during office hours. Other scientific activities take place at the Archives.

• International Society on Infant Studies (ISIS)

A not-for-profit professional organization devoted to the promotion and dissemination of research on the development of infants through Infancy, its official journal, and a biennial conference where researchers and practitioners gather and discuss the latest research and theory in infant development. Membership in the Society is open to anyone with an advanced degree in any discipline related to infant development.

• Jean Piaget Society: Society for the Study of Knowledge and Development (JPS) (1970— ) (USA)

The Society's aim is to provide an open forum, through symposia, books, and other publications, for the presentation and discussion of scholarly work on issues related to human knowledge and its development. The Society further encourages the application of advances in the understanding of development to education and other domains.

• Society for Research in Child Development (SRCD)

A multidisciplinary, not-for-profit, professional association with an membership of approximately 5,300 researchers, practitioners, and human development professionals from over 50 countries.

The purposes of the Society are to promote multidisciplinary research in the field of human development, to foster the exchange of information among scientists and other professionals of various disciplines, and to encourage applications of research findings. Our goals are pursued through a variety of programs with the cooperation and service of our governing council, standing committees, and members.

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Institutes and research groups

• Cognitive Science Research Group, Department of Philosophy, Ghent University

Performs research is in line with the Piagetian tradition of scientific thought with, on the one hand, the study of the dynamics of conceptual systems and, on the other hand, the analysis of specific discoveries. Earlier a study was made of Harvey's discovery of the circulation of blood (1628). Current research is focused upon the perspective paradigm and the study of visual perception. Attempts are being made to express findings in terms of interactive multimedia modules which present science as a culturally embedded creative endeavor. Selective areas of science allow for a high degree of integration of history of science, philosophy of science and art history. This is particularly the case for a cross-section of optics and theories of vision which provide a number of representative problems of astronomy, classical optics and issues of perspective in both science and art. As both the dynamics of scientific thought in this area and the interaction with other aspects of European culture, in particular painting, are relatively well known, the topic of perspective seems highly suitable for exploring the potentials of advanced multimedia software. Important discoveries in the history of perspective and theories of vision have been rendered in 3D computer reconstructions of paintings (Masaccio, Van Eyck) and scientific discoveries (Kepler). The findings with respect to creativity in scientific discoveries and artistic achievements are also applied to the study of the organization of scientific research and science policy.

• Instituto Piaget (Portugal)

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Other resources

• Epigenetic Robotics

• Jean Piaget Bibliography

• Homage to Jean Piaget (Ernst von Glasersfeld)

• P.I.A.G.E.T. (Promoting Intellectual Adaptation Given Experiential Transforming) Project

A program to develop English language and cognitive competencies in bilingual preschool children whose native language is Spanish using a school-home setting.

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