Psicogénesis e historia de la ciencia

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Siglo XXI, 1982 - 252 pages
4 Reviews
El objetivo aquí no es comparar contenidos cognoscitivos entre las explicaciones de ciertos fenómenos que dan ni'os y adolescentes, por una parte, y las teorías que se sostuvieron en algunos períodos de la historia, por la otra. Si bien tales comparaciones son posibles, el que un niño de 8 años describa de la misma manera que lo hacía Aristóteles la trayectoria de un proyectil, o que tenga un concepto de ífuerzaî muy próximo al que tenía Buridán u Oresme en el siglo XIV, no significa que Aristóteles, Buridán y Oresme tuvieran la misma íedad operativaî que un niño de 8 años. Una vez que se verifican dichas coincidencias, comienza el análisis epistemológico para establecer por qué razón un genio determinado (por ejemplo Aristóteles) no pudo superar ciertas barreras en su intento de explicar fenómenos naturales.
 

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no me gusto, es demaciado confuza

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Una obra lúcida, dedicada a trazar los ejes de un proyecto epistemológico con fuerte evidencia empírica y todo el desarrollo teórico del programa de investigaciones ginebrinos acerca del desarrollo del conocimiento.

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Contents

I
9
II
35
III
67
IV
88
VI
108
VIII
134
IX
161
X
173
XI
195
XII
227
XIII
246
Copyright

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About the author (1982)

Jean Piaget, a Swiss psychologist, whose original training was in the natural sciences, spent much of his career studying the psychological development of children, largely at the Institut J.J. Rousseau at the University of Geneva, but also at home, with his own children as subjects. The impact of this research on child psychology has been enormous, and Piaget is the starting point for those seeking to learn how children view numbers, how they think of cause-and-effect relationships, or how they make moral judgments. Piaget found that cognitive development from infancy to adolescence invariably proceeds in four major stages from infancy to adolescence: sensory-motor, preoperational, concrete operational, and formal operational. Each of these stages is marked by the development of cognitive structures, making possible the solution of problems that were impossible earlier and laying the foundation for the cognitive advances of the next stage. He showed that rational adult thinking is the culmination of an extensive process that begins with elementary sensory experiences and unfolds gradually until the individual is capable of dealing with imagined concepts, that is, abstract thought. By learning how children comprehend the world and how their intellectual processes mature, Piaget contributed much to the theory of knowledge as an active process in which the mind transforms reality. Put simply, Piaget described children from a perspective that no one before had seen.

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