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Educational Psychology Reader

The Art and Science of How People Learn - Revised Edition


Edited By Greg S. Goodman

The revised edition of Educational Psychology Reader: The Art and Science of How People Learn presents an exciting amalgam of educational psychology’s research-based reflections framed in twenty-first century critical educational psychology. As a discipline, educational psychology is reinventing itself from its early and almost exclusive identification with psychometrics and taxonomy-styled classifications to a dynamic and multicultural collage of conversations concerning language acquisition, socially mediated learning, diverse learning modalities, motivation, the affective domain, brain-based learning, the role of ecology in increasing achievement, and many other complementary dimensions of how people learn. Many polymaths of the discipline are included in this volume, providing daunting evidence of the range and intellectual rigor of educational psychology at this historical juncture. Featuring a collection of renowned international authors, this text will appeal to scholars across the globe. The Educational Psychology Reader is an ideal choice as either the primary or supplemental text for both undergraduate and graduate level educational psychology courses.
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10. On the Origins of Constructivism: The Kantian Ancestry of Jean Piaget’s Genetic Epistemology


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On the Origins of Constructivism

The Kantian Ancestry of Jean Piaget’s Genetic Epistemology

David Jardine

In a recent undergraduate seminar, I held three pieces of white chalk in my hand and asked student teachers to name properties of this object. Their answers came easily: white, dusty, brittle, round, solid, dry and so on. I wrote these on the board.

I then pointed to my open palm and asked, “How many pieces of chalk do I have in my hand?” “Three,” someone called out, and I added that to our list.

We used this simple, almost trivial exercise to help us understand and interpret a powerful and puzzling passage from David Elkind (1967, xii), one of Jean Piaget’s most articulate interpreters: “Once a concept is constructed, it is immediately experienced so that it appears to the subject as a perceptually given property of the object and independent of the subject’s own mental activity.”


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