Provides a comprehensive guide of the theories of intelligence expounded by the leading Swiss scientist

First published in 1983. This volume is drawn from the Tenth Annual Symposium of the Jean Piaget Society. The theme of that Symposium, selected by the Board of Directors of the Society, was Piaget and the Foundations of Knowledge. The goal of the Symposium was to provide a critical discussion of Piaget's views on the origins of knowledge, and to identify alternatives to those views.

"Here is an overall, unified approach to Piaget's psychological theory of intelligence that includes his most recent research and concepts. No other book covers the main sources from which Piaget's work stems or offers such complete understanding. The concise summation provides a general introduction at a time when the growing popularity of Piaget's theories is not always proportionate with the understanding of some of his chief theoretical notions. His theory of biological intelligence, for example, is not referred to in other books in English dealing with theoretical aspects of learning or intelligence. This book examines and interprets all of Piaget and includes reading material, mostly from Piaget's writings, available in English for the first time. Diagrams of basic concepts are used by way of illustrations. Besides introductory and summary sections, the text focuses on the five major themes of operative, symbolic, and figurative knowing, biology, and equilibration. It is a challenging book which both informs and opens up new vistas. It encourages the reader to fit familiar notions about Piaget into an overall understanding of Piaget's system. A leading interpreter whose qualifications include a year at Piaget's International Center of Genetic Epistemology in Geneva, Dr. Furth explains Piaget's key concepts and theoretical notions of psychological intelligence. His analysis interprets Piaget's theory of intelligence and clarifies how superior levels of intelligence and scientific thinking evolve from elementary forms of behavior."-Publisher.

Topics include a profile of Piaget, the beginnings of intelligence, the preoperational child, formal operations, etc.

Exploring the rationale and basic tenets of Piaget's theory, the authors define physical-knowledge activities, consider reasons for their use and discuss principles of teaching rooted in theory-based objectives.

`At the end of the day, what is crucial is to enable educationalists to promote and apply their own metatheories and models of child development which they feel comfortable with and which enable children to develop. ... Peter Sutherland should be credited with making a significant contribution towards achieving this fundamental goal' - Educational Psychology in Practice ` ... this book deserves to become a classic in the field. Will appeal alike to academics and students in higher education, and to serving teachers- BPS: Educational Review Section This book provides a general outline of the dominant schools of thought on cognitive development, with a focus on Piaget. His views are outlined and a range of critical responses and alternatives are detailed. The author examines the application of these schools of thought to teaching pre-school, primary and secondary children. Each chapter includes a summary and questions for discussion. The book concludes with a glossary of terms.

Proposes to show how children can be prepared to develop their full potential as 'thinking' human beings. The activities or 'games' described provide a general foundation which should help the child to deal successfully with specific academic subjects. With Additional Thoughts.