scholarly journals A critical examination of Piaget's theory of child mentality

2021 ◽  
Author(s):  
◽  
M. E. Scrimgeour
Keyword(s):  
Critical Examination ◽  
Jean Piaget ◽  
Valuable Data ◽  
Language And Thought ◽  
The World ◽  
Novel Theory

This thesis represents an attempt to exmine critically the theory of child mentality put forward by Professor Jean Piaget of Geneva. By experiment and observation Piaget has collected much valuable data from the children attending the Maison des Petits de l'Institute Rousseau: his results together with a somewhat novel theory to explain them are contained in his four volumed "The Language and Thought of the Child," "Judgegment and Reasoning in the Child," "The Child's Conception of the world " and "The Child's conceptoin of Causuality."

scholarly journals A critical examination of Piaget's theory of child mentality

2021 ◽  
Author(s):  
◽  
M. E. Scrimgeour
Keyword(s):  
Critical Examination ◽  
Jean Piaget ◽  
Valuable Data ◽  
Language And Thought ◽  
The World ◽  
Novel Theory

This thesis represents an attempt to exmine critically the theory of child mentality put forward by Professor Jean Piaget of Geneva. By experiment and observation Piaget has collected much valuable data from the children attending the Maison des Petits de l'Institute Rousseau: his results together with a somewhat novel theory to explain them are contained in his four volumed "The Language and Thought of the Child," "Judgegment and Reasoning in the Child," "The Child's Conception of the world " and "The Child's conceptoin of Causuality."

Piaget: number and measurement

1963 ◽  
Vol 10 (7) ◽  
pp. 419-427
Author(s):  
Arthur F. Coxford
Keyword(s):  
Moral Judgment ◽  
Jean Piaget ◽  
Physical Causality ◽  
Language And Thought ◽  
The World

For approximately forty years the French psychologist Jean Piaget and his various collaborators have been producing volumes dealing with the formation of concepts in children. He has intensively studied the concepts of number, geometry, physical causality, space, the world, and reality; also the moral judgment, reasoning, language, and thought of the child. He has published a total of twenty-five books on these subjects, four teen of which are now in English.

The Metaphysics of Representation

2020 ◽  
Author(s):  
J. Robert G. Williams
Keyword(s):  
Representational Content ◽  
Physical World ◽  
Degrees Of Belief ◽  
Public Language ◽  
Language And Thought ◽  
Final Layer ◽  
The World ◽  
Interactive Relationship ◽  
Compositional Interpretation ◽  
The One

What is representation? How do the more primitive aspects of our world come together to generate it? How do different kinds of representation relate to one another? This book identifies the metaphysical foundations for representational facts. The story told is in three parts. The most primitive layer of representation is the ‘aboutness’ of sensation/perception and intention/action, which are the two most basic modes in which an individual and the world interact. It is argued that we can understand how this kind of representation can exist in a fundamentally physical world so long as we have an independent, illuminating grip on functions and causation. The second layer of representation is the ‘aboutness’ of (degrees of) belief and desire, whose representational content goes far beyond the immediate perceptable and manipulable environment. It is argued that the correct belief/desire interpretation of an agent is the one which makes their action-guiding states, given their perceptual evidence, most rational. The final layer of representation is the ‘aboutness’ of words and sentences, human artefacts with representational content. It is argued that one can give an illuminating account of the conditions under which a compositional interpretation of a public language like English is correct by appeal to patterns emerging from the attitudes conventionally expressed by sentences. The three-layer metaphysics of representation resolves long-standing underdetermination puzzles, predicts and explains patterns in the way that concepts denote, and articulates a delicate interactive relationship between the foundations of language and thought.

Hegel's Critique of Foundationalism in the “Doctrine of Essence”

1999 ◽  
Vol 20 (1-2) ◽  
pp. 18-34 ◽  
Author(s):  
Stephen Houlgate
Keyword(s):  
A Priori ◽  
Logical Structure ◽  
Richard Rorty ◽  
Language And Thought ◽  
The World

It is a commonplace among certain recent philosophers that there is no such thing as the essence of anything. Nietzsche, for example, asserts that things have no essence of their own, because they are nothing but ceaselessly changing ways of acting on, and reacting to, other things. Wittgenstein, famously, rejects the idea that there is an essence to language and thought — at least if we mean by that some a priori logical structure underlying our everyday utterances. Finally, Richard Rorty urges that we “abandon […] the notion of ‘essence’ altogether”, along with “the notion that man's essence is to be a knower of essences”.It would be wrong to maintain that these writers understand the concept of essence in precisely the same way, or that they are all working towards the same philosophical goal. Nevertheless, they do share one aim in common: to undermine the idea that there is some deeper reality or identity underlying and grounding what we encounter in the world, what we say and what we do. That is to say, they may all be described as anti-foundationalist thinkers — thinkers who want us to attend to the specific processes and practices of nature and humanity without understanding them to be the product of some fundamental essence or “absolute”.

TEORI PERKEMBANGAN KOGNITIF JEAN PIAGET DAN PROBLEMATIKANYA PADA ANAK USIA SEKOLAH DASAR

2020 ◽  
Vol 13 (1) ◽  
pp. 116-152
Author(s):  
Leny Marinda
Keyword(s):  
Cognitive Development ◽  
Elementary School Children ◽  
Human Life ◽  
Development Theory ◽  
Change Processes ◽  
Jean Piaget ◽  
The World ◽  
Definite Sequence ◽  
Concrete Operations ◽  
Cognitive Problems

Cognitive development is a change processes of human life in understanding, managing information, solving problems and knowing something. Jean Piaget is one of a figures studied cognitive development and said about cognitive development steps. Jean Piaget is also a biologist who links the physical maturity development with cognitive development steps. These steps are the motoric sensory step (0–2 years), pre-operational (2-7 years), concrete operations (7–11 years) and formal operations (11–15 years). In understanding the world actively, a child uses a scheme, assimilation, accommodation, organization and equilibration. A child's knowledge formed gradually in line with the information experience found. According to Piaget, children undergo a definite sequence of cognitive development steps. In this theory, children predicted to have maturity quantity and quality based on the steps passed. a step of cognitive development is a continuation of previous cognitive development. Cognitive problems arise in elementary school children viewed from Piaget's cognitive development theory including dyslexia, dysgraphia and dyscalculia. Perkembangan kognitif adalah tahapan-tahapan perubahan yang terjadi dalam rentang kehidupan manusia untuk memahami, mengolah informasi, memecahkan masalah dan mengetahui sesuatu. Jean Piaget adalah salah satu tokoh yang meneliti tentang perkembangan kognitif dan mengemukakan tahapan-tahapan perkembangan kognitif. Jean Piaget yang juga ahli Biologi menghubungkan tahapan perkembangan kematangan fisik dengan tahapan perkembangan kognitif. Tahapan-tahapan tersebut adalah tahap sensory motorik (0–2 tahun), pra-operasional (2–7 tahun), operasional konkret (7–11 tahun) dan operasional formal (11–15 tahun). Dalam memahami  dunia secara aktif, anak menggunakan skema, asimilasi, akomodasi, organisasi dan equilibrasi. Pengetahuan anak terbentuk secara berangsur sejalan dengan pengalaman tentang informasi-informasi yang ditemui. Menurut Piaget, anak menjalani urutan yang sudah pasti dari tahap-tahap perkembangan kognitif. Pada teori ini, anak diprediksi memiliki kematangan secara kuantitas maupun kualitas berdasarkan tahapan-tahapan yang dilaluinya. Perkembangan kognitif pada satu tahap merupakan lanjutan dari perkembangan kognitif tahap sebelumnya. Problem kognitif yang muncul pada anak usia sekolah dasar dilihat dari teori perkembangan kognitif ala Piaget diantaranya disleksia, disgrafia dan diskalkulia.

scholarly journals Challenges of Home Treatment/Care of COVID-19 Patients in Nigeria: A Public Health Risk and a Huge Deceit of our Time

2021 ◽  
Vol 5 (5) ◽  
pp. 1-17
Author(s):  
Azuonwu O
Keyword(s):  
Daily Basis ◽  
Valuable Data ◽  
X Ray ◽  
Disease Epidemiology ◽  
Body Of Knowledge ◽  
Home Based ◽  
The World ◽  
Analysis And Synthesis ◽  
Foreign Policies ◽  
Copy And Paste

Background: Coronavirus disease-2019 was first discovered in a highly populated city of China in late 2019, and has since spread to most countries of the world, causing several morbidities and mortalities. In the bid to contain the disease and curtail its spread, different countries have instituted several policies, and while these policies may work for some countries, it may not work for others. Nevertheless, the disease has affected over 19 million people globally, killing as many as 700,000. Yet, thousands of persons are still being infected on a daily basis. Aim: To x-ray and evaluate the suitability of home-based treatment/care of COVID-19 patients in Nigeria. Methodology: Peer-reviewed articles revealing information about COVID-19 and its effects globally were sourced from different electronic databases (including WHO, Pub Med, Science Direct, NCDC, etc.), and appraised to extract valuable data and information from them for the purpose of analysis and synthesis of developing robust body of knowledge. Findings: The results obtained from our search include some details about COVID-19 infection, the disease epidemiology, diagnosis, management and guidelines for home-based treatment of COVID-19 patients. Also, discussed in this study are some loopholes in the Nigerian health system and leadership that makes it difficult for foreign policies or strategies (on COVID-19 containment) to be implemented in Nigeria. Conclusion/Recommendation: Differences in lifestyles and cultures among different countries of the world means that there is no one-size-fits-all solution to the problems created by the emergence of the COVID-19 pandemic. Hence, each country is advised to determine which policies best suit the lifestyles and cultures peculiar to her inhabitants. There is literally no room for copy and paste syndrome

What is the Opposite of a Knowledge Society?

2014 ◽  
pp. 1-19
Author(s):  
Kajsa Hallberg Adu
Keyword(s):  
Knowledge Economy ◽  
New Technology ◽  
Knowledge Society ◽  
Inclusive Development ◽  
Critical Examination ◽  
Country Level ◽  
The World ◽  
Global And Local ◽  
Development Paradigm ◽  
Opening Up

This chapter offers a critical examination of the “collaborative development model” (UNESCO, 2005) or the Knowledge Societies discourse. By comparing international indicators and flagship publications of the Knowledge Economy and the Knowledge Society, the author uncovers a paradox: How can an idea centered on knowledge, sharing, and openness further cement global and local inequalities? By employing Southern/decolonizing theory, the author suggests a response from the Global South that allows for a more complex, symphonic, and inclusive development paradigm, compared to the Western ideas of linear stages of development. Three core aspects of Knowledge Societies are highlighted: The value of sharing, financing of education, and knowledge-on-knowledge. The author contends that fully embracing the concept of Knowledge Societies entails much more than country level indexing and benchmarking; it means opening up the world in terms of trade, mobility, and data, employing new technology in cross border collaborations and acknowledging our humanity's interconnectedness or ubuntu.

The Mystery of Reference and Objective Representational Content

2021 ◽  
pp. 1-24
Author(s):  
Kenneth A. Taylor
Keyword(s):  
Representational Content ◽  
Natural World ◽  
Language And Thought ◽  
The World

This chapter introduces the main themes and ambitions of the book and gives an overview of the content and organization of subsequent chapters. One of those ambitions is to explain how it is possible, for the vehicles of both language and thought, to be “semantically answerable” to the world—or, equivalently, to have objective representational content. In this chapter the problem, or mystery, of objective representational content is set out in some detail. The proposed explanation (“two-factor referentialism”) is outlined and contrasted with a fundamentally different rival approach. Various concomitant problems to be addressed are also articulated—e.g., concerning the relation between language and thought, the role of causation in the constitution of reference, the place of intentionality in the natural world, and the possibility of meta-cognition.

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