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Educational Psychology Reader

The Art and Science of How People Learn - Revised Edition

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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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11. Jean Piaget and the Origins of Intelligence: A Return to “Life Itself”

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CHAPTER ELEVEN

Jean Piaget and the Origins of Intelligence

A Return to “Life Itself”

David Jardine



AFFINITY AND DISTANCE FROM “THE SPIRIT OF KANTIANISM”

One can feel very close to the spirit of Kantianism (and I believe I am close to it). [However] the necessity characteristic of the syntheses [Kant’s a priori categories of Reason are the universal and necessary ways that experience is “knit together” by Reason. They are “synthesizing.” They are “syntheses”] becomes [in my work] a terminus ad quem and ceases to be [as in Immanuel Kant’s work] a terminus a quo. (Piaget, 1965, p. 57)

In this passage, Jean Piaget articulates both his affinity to and his distance from the work of Immanuel Kant, which we shall examine briefly to illuminate Piaget’s profound originality and contribution to educational theory and practice.

In Piaget’s work, the universality and necessity of the categories of human reason articulated by Kant in his Critique of Pure Reason are not the starting point (terminus a quo) of human reason, but its end point (terminus ad quem). These categories describe, Piaget argues, typical mature adult reasoning and are therefore not the origin of knowledge but the outcome. They are not present from the beginning and/or present in each case but emergent over time.

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