Plato’s Intellectual Development and Visual Thinking

Plato Journal ◽

10.14195/2183-4105_21_2 ◽

2021 ◽

Vol 21 ◽

pp. 21-42

Author(s):

Susanna Saracco

Keyword(s):

Line Segment ◽

Intellectual Development ◽

Visual Thinking ◽

Cognitive Growth ◽

Number Lines

Plato has devised texts which call the readers to collaborate cognitively with them. An important epistemic stimulation is the schematization, the line segment, which summarizes Plato’s idea of intellectual development. In this research, visual thinking will help us to make the most of the Platonic invitation to investigate further cognitive growth. It will be analyzed how visual discoveries are rendered possible by mental number lines, realizing the epistemological importance of visualization. Thanks to visualization, structuralism will be grasped. It will reveal a connection with Plato’s philosophy which suggests a novel elaboration of the Platonic concept of intellectual growth.

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The Having of Wonderful Ideas

Harvard Educational Review ◽

10.17763/haer.42.2.g71724846u525up3 ◽

1972 ◽

Vol 42 (2) ◽

pp. 217-231 ◽

Cited By ~ 31

Author(s):

Eleanor Duckworth

Keyword(s):

Intellectual Development ◽

Elementary Science ◽

Developmental Theory ◽

Classroom Teachers ◽

Science Program ◽

Jean Piaget ◽

Cognitive Growth ◽

Classroom Experience ◽

Questions And Answers

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.

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Enhancing Horticulture Students' Reasoning and Thinking Skills: Applying the Perry Theory to Horticulture

HortScience ◽

10.21273/hortsci.40.4.1138a ◽

2005 ◽

Vol 40 (4) ◽

pp. 1138A-1138

Author(s):

Catherine Lavis

Keyword(s):

Cognitive Complexity ◽

Intellectual Development ◽

Higher Order Thinking ◽

Thinking Skills ◽

Upward Movement ◽

Cognitive Growth ◽

Traditional Lecture ◽

Active Involvement ◽

Knowing That ◽

William Perry

This study explored students' cognitive complexity as defined by William Perry (1970) as influenced by teaching methods promoting active involvement at a higher level of interchange than traditional lecture. Two components of this research are: 1) an understanding of Perry's theory to serve as a guide for curricula development incorporating activities to influence intellectual growth by considering the student's current Perry positions in order to encourage upward movement according to Perry's Scheme; and 2) to investigate the reliability of using the student's Learning Environment Preference Inventory (LEP) (Moore, 1987) as a tool to understand the student's cognitive growth. The qualitative portion of this research examined cognitive complexity using the LEP instrument. LEP would give instructors an approximate idea of how to construct their courses to deliver information encouraging higher-order thinking. It is a mistake to assume students in upper division courses are all operating in upper Perry positions. It is difficult to make significant gains in intellectual development during one semester, but it is particularly challenging if instructors are unaware of where students are initially in respect to cognitive complexity. The utilization of a reliable instrument may also help explain some perplexing incidents that occur in classrooms. Instructors can be comforted knowing that what frequently transpires in a class might be motivated more by where students are in their cognitive development than by what is said or done by the instructor.

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Adult Intellectual Development as Social-Cognitive Growth: A Model. Jan D. Sinnott. November 1978 (26 pp.) ED 173 695. EDRS PRICE: Microfiche $.83, Paper Copy $3.32 (plus postage)

Adult Education ◽

10.1177/074171368003000310 ◽

1980 ◽

Vol 30 (3) ◽

pp. 188-188

Keyword(s):

Intellectual Development ◽

Social Cognitive ◽

Paper Copy ◽

Cognitive Growth

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An assessment of the intellectual development of dental students

Journal of Dental Education ◽

10.1002/j.0022-0337.1997.61.10.tb03160.x ◽

1997 ◽

Vol 61 (10) ◽

pp. 781-786

Author(s):

CM Gogan ◽

EL Davis

Keyword(s):

Intellectual Development ◽

Dental Students

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Self-Report Imagery Questionnaire Scores and Subtypes of Social-Desirable Responding

Journal of Individual Differences ◽

10.1027/1614-0001.29.4.181 ◽

2008 ◽

Vol 29 (4) ◽

pp. 181-188 ◽

Cited By ~ 8

Author(s):

John Allbutt ◽

Jonathan Ling ◽

Thomas M. Heffernan ◽

Mohammed Shafiullah

Keyword(s):

Visual Imagery ◽

Correlational Analysis ◽

Self Report ◽

Auditory Imagery ◽

Auditory Modality ◽

Visual Thinking ◽

Thinking Style ◽

Social Desirable Responding

Allbutt, Ling, and Shafiullah (2006) and Allbutt, Shafiullah, and Ling (2006) found that scores on self-report measures of visual imagery experience correlate primarily with the egoistic form of social-desirable responding. Here, three studies are reported which investigated whether this pattern of findings generalized to the ratings of imagery vividness in the auditory modality, a new version of the Vividness of Visual Imagery Questionnaire ( Marks, 1995 ), and reports of visual thinking style. The measure of social-desirable responding used was the Balanced Inventory of Desirable Responding (BIDR; Paulhus, 2002 ). Correlational analysis replicated the pattern seen in our earlier work and of the correlations with the egoistic bias, the correlation with vividness of visual imagery was largest and significant, the correlation with visual thinking style next largest and approached significance, and the correlation with vividness of auditory imagery was the smallest and not significant. The size of these correlations mirrored the extent to which the three aspects of imagery were valued by participants.

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