Critique on Kant’s Mathematical Philosophy by the Genetic Epistemology of Piaget

2020 ◽  
Vol 62 ◽  
pp. 155-194
Author(s):  
Jeansou Moun
Keyword(s):  
Genetic Epistemology

Art History as Genetic Epistemology

1985 ◽  
Vol 30 (12) ◽  
pp. 962-964
Author(s):  
Pavel Machotka
Keyword(s):  
Art History ◽  
Genetic Epistemology

Cross-cultural Piagetian Research: An Experimental Perspective

1975 ◽  
Vol 45 (4) ◽  
pp. 475-506 ◽  
Author(s):  
Patricia Teague Ashton
Keyword(s):  
Cognitive Development ◽  
Cross Cultural ◽  
Cognitive Tasks ◽  
Stage Theory ◽  
Cognitive Growth ◽  
Genetic Epistemology ◽  
Basic Assumptions ◽  
The World ◽  
Different Cultures ◽  
Apparent Conflict

Over the last twenty-five years children around the world have observed and responded to researchers who pour water from beaker to beaker, roll plasticene into snake-like figures, and arrange matchsticks into a potpourri of shapes. These cross-cultural experiments have been undertaken to test Piaget's theory of genetic epistemology, which posits a hierarchical, universal, and invariant sequence of stages of cognitive development. Piagetian research in varying cultures has revealed both striking similarities and marked differences in performance on cognitive tasks, some in apparent conflict with the basic assumptions of Piagetian stage theory. In this article Professor Ashton reviews a range of cross-cultural Piagetian research, analyzes the sometimes divergent findings from this research, and suggests methodological improvements which may help to resolve past dilemmas and to further future understanding of cognitive growth in different cultures.

GENETIC EPISTEMOLOGY AND DEVELOPMENTAL PSYCHOLOGY

1977 ◽  
Vol 291 (1 The Roots of) ◽  
pp. 332-341 ◽  
Author(s):  
Bärbel Inhelder
Keyword(s):  
Developmental Psychology ◽  
Genetic Epistemology

Genetic Epistemology

2012 ◽  
pp. 1365-1365
Keyword(s):  
Genetic Epistemology

Genetic Epistemology

1988 ◽  
pp. 37-65
Keyword(s):  
Genetic Epistemology

scholarly journals Linguagem matemática nos anos iniciais: a construção do número segundo piaget

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Mariana Lima Duro ◽  
Danielle Cenci
Keyword(s):  
Elementary School ◽  
Basic Education ◽  
Learning Difficulties ◽  
Early Years ◽  
School Construction ◽  
Mathematical Learning ◽  
Genetic Epistemology ◽  
Practical Experiment ◽  
Continuous Quantities

Resumo: A gênese do número em crianças é um estudo que merece destaque quando tratamos da linguagem matemática nos anos iniciais, visto que a não compreensão deste conceito remete a dificuldades de aprendizagem na área da matemática. Sendo assim, entendemos que este estudo pode contribuir para a prevenção e para a intervenção de educadores no intuito de minimizar essas dificuldades. Este estudo busca responder ao seguinte questionamento: “O que garante dizer que uma criança, ao contar verbalmente uma sequência numérica, tenha de fato constituída a noção do número?” Através dos estudos realizados por Piaget, procuramos abordar alguns pontos que devam ser considerados pelos educadores, a fim de responder a este questionamento. Para isso, apresentamos um experimento prático que visa compreender as noções de conservação de quantidades contínuas. Em seguida, detalhamos a análise quanto às possíveis respostas dos sujeitos e aos três diferentes níveis de pensamento descritos por Piaget e Szeminska (1971). Por fim, discutimos sobre as implicações que a não compreensão do número acarreta no ensino e na aprendizagem de matemática nos anos iniciais do ensino fundamental. De fato, o que se observa é que a não compreensão do número por parte das crianças pode vir a interferir em toda sua trajetória de aprendizagem matemática. Palavras-chave: Epistemologia Genética. Matemática. Construção do número. MATHEMATIC LANGUAGE IN THE ELEMENTARY SCHOOL: CONSTRUCTION OF A NUMBER ACCORDING PIAGET Abstract: The genesis of the number in children is a study that intends to be highlighted when we think about the language of mathematics in the Elementary school, seeing as the non-understanding of this concept refers to learning difficulties in mathematics. Thus, we understand that this study can contribute to the the intervention of educators in order to minimize these difficulties. This study seeks to answer the following question: “What guaranties saying that a child when verbally counting a numeric sequence has in fact the notion of the number constituted?” Through the studies conducted by Piaget, we seek to address a few pointers that should be considered by educators, in order to answer to this question. For such, we present a practical experiment which aims to comprehend the notions of conservation of continuous quantities. Afterwards, we detail the analysis as to the possible answers from the subjects and the three different thinking levels described by Piaget and Szeminska (1971). Lastly, we discuss the implications that the non understanding of the number cause on the teaching and the learning of mathematics in the early years of the basic education. Indeed, what is observed is that the non understanding of the numbers by part of the children may interfere in the whole of their mathematical learning. Keywords: Genetic Epistemology. Mathematics. Construction of the number.  

scholarly journals Some Remarks on Ontological-Cognitive Structures in the Metaverse

2010 ◽  
Vol 2 (5) ◽  
Author(s):  
Luis Carlos Petry
Keyword(s):  
Virtual Environments ◽  
Real Time ◽  
Virtual Worlds ◽  
Cognitive Structures ◽  
Genetic Epistemology ◽  
Virtual Experiments ◽  
Philosophical Basis ◽  
Physical Experiments ◽  
Physical Interfaces

Abstract: This paper aims to bring forth some ontological elements that we believe are fundamental to a wider philosophical basis of the Metaverses. We start from some indications presented by physical experiments which reproduce virtual environments in real time, searching for its eidetic-methodological relations with genetic epistemology and construtivism, showing that the structures of physical interfaces, which are founded in virtual experiments, dialogging with the concepts of body, mind, projection, cognition, and other concepts, which are present in the possible formulation of an ontology of the virtual worlds and the Metaverses. We conclude the paper with the idea of the necessity to think the issue of the ontological fundamentation of cyberspace and its metaverses.

Hegel’s Cogito: On the Genetic Epistemology of Critical Metaphysics

2021 ◽  
pp. 73-89
Author(s):  
Nathan Brown
Keyword(s):  
A Priori ◽  
A Posteriori ◽  
Science Of Logic ◽  
Genetic Epistemology

Chapter 3 pursues the consequences of Hegel’s claim that his method in the Science of Logic does not obey the opposition of the a priori and the a posteriori. Positioning my account of Hegel with respect to other major interpretations, I argue that Hegel’s dialectic depends upon a constant movement between the experience of thinking and its rational consequences, between “what happens in thought” and “what has to be said.” From this perspective, I develop a theory of the relation between the possible and the actual, the necessary and the contingent in “The Logic of Essence.”

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