The Equilibration of Cognitive Structures: The Central Problem of Intellectual Development. Jean Piaget , Terrance Brown , Kishore Julian Thampy

1986 ◽  
Vol 94 (4) ◽  
pp. 574-577 ◽  
Author(s):  
Constance Kamii
1986 ◽  
Vol 23 (1) ◽  
pp. 73-83 ◽  
Author(s):  
Bruce Perry ◽  
Michael P. Donovan ◽  
Linda J. Kelsey ◽  
John Paterson ◽  
Walter Statkiewicz ◽  
...  

1972 ◽  
Vol 42 (2) ◽  
pp. 217-231 ◽  
Author(s):  
Eleanor Duckworth

Explaining that no definitive pedagogy flows from the developmental theory of Jean Piaget, the author explores ways that classroom teachers can nevertheless make powerful use of that theory. For her, the essence of the child's intellectual development lies not in the progressive accomplishment of Piagetian tasks, but in the child's testing out the ideas that she or he finds significant. This process of testing out ideas, she argues, is critical for the child's cognitive growth. Teachers can assist this growth primarily by accepting the child's perpective as the legitimate framework for generating ideas—allowing the child to work out her or his own questions and answers. This approach—and the importance of providing varied settings and materials which suggest ideas to children—is discussed with particular reference to the author's classroom experience and her evaluation of an elementary science program.


1978 ◽  
Vol 23 (11) ◽  
pp. 818-819
Author(s):  
ROBERT S. SIEGLER

Ramus ◽  
1985 ◽  
Vol 14 (2) ◽  
pp. 75-84 ◽  
Author(s):  
Graham Ley ◽  
Michael Ewans

For some years past there has been a welcome change of emphasis towards the consideration of staging in books published on Greek tragedy; and yet with that change also a curious failure to be explicit about the central problem connected with all stagecraft, namely that of the acting-area. In this study two scholars with considerable experience of teaching classical drama in performance consider this problem of the acting-area in close relation to major scenes from two Greek tragedies, and suggest some general conclusions. The article must stand to some extent as a critique of the succession of books that has followed the apparently pioneering study of Oliver Taplin, none of which has made any substantial or sustained attempt to indicate where actors might have acted in the performance of Greek tragedy, though most, if not all, have been prepared to discard the concept of a raised ‘stage’ behind the orchestra. Hippolytus (428 BC) is the earliest of the surviving plays of Euripides to involve three speaking actors in one scene. Both Alcestis (438 BC and Medea (431 BC almost certainly require three actors to be performed with any fluency, but surprisingly present their action largely through dialogue and confrontation — surprisingly, perhaps, because at least since 458 BC and the performance of the Oresteia it is clear that three actors were available to any playwright.


1979 ◽  
Vol 34 (10) ◽  
pp. 923-929 ◽  
Author(s):  
Lee Willerman

1967 ◽  
Vol 12 (10) ◽  
pp. 524-524
Author(s):  
FRANK WESLEY
Keyword(s):  

1977 ◽  
Vol 22 (12) ◽  
pp. 935-936
Author(s):  
PHILIP E. VERNON

1987 ◽  
Vol 32 (5) ◽  
pp. 428-429
Author(s):  
Paul L. Harris

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