"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.

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.

Publisher description: This introduction to Jean Paiget's theory shows readers how children construct and acquire knowledge as it relates to current constructivist approaches to learning. Pieget's theory of Cognitive and Affective Development, sixth edition is well regarded as a work that preserves the historically important research done by Jean Piaget. The Classics edition retains all of the content of the previous edition and contains updates in critical areas by Barry Wadsworth.

IRVING E. SIGEL This volume of essays is a broad-gauged effort directed at reflections on the applicability of Piagetian theory to education. Identification and de termination of the relevance of Piagetian theory to education is of course not new. The bibliographies in this volume do attest to that assertion. Then why the persistent interest and why still another volume? Rather than deal with the relevance of each article to these issues, let us deal with the basic question of why such continued interest in application of Piagetian theory to education, and further raise the problem of the feasi bility of such a task. Three questions come immediately to mind: Why the interest in applicability? What are some of the problems that arise in application? Is Piagetian theory applicable to education? Why the continued interest in application of Piagetian theory in education? The answer to this question resides in the sociological and educational issues that arose twenty years ago and still persist in American education-namely, the need to upgrade the quality of education by providing a coherent conceptual system with a developmental em phasis. People gravitated to Pia get because it was the only major system sufficiently comprehensive, as well as substantive. While learning theories abound, they do not tie together general cognitive development with specific relevant content areas, e. g. , development of such knowl edge domains as number, time, space, geometry, etc. Thus, Piaget offers a development framework within which content areas are embedded.

This unusual volume presents an overview of Jean Piaget's work in psychology--from his earliest writings to posthumous publications. It also contains a glossary of the essential explanatory concepts found in this work. The focus is on Piaget's psychological studies and on the underlying epistemological theses. The book may be consulted in various ways depending on whether one is looking for an introduction to Piaget's theory, details about a particular concept, a survey of his body of work, or a historical perspective. Readers who are relatively unfamiliar with Piaget's ideas and seek access to them through this book will not necessarily proceed in the same way as those who are acquainted with Piaget's work and wish to refresh, synthesize, or complete their knowledge. The volume is divided into two major sections with several subdivisions as follows: * The Chronological Overview presents Piaget's early ideas and the most important sources of his inspiration, and reviews his research work dividing it into four main periods plus a transitional one. * The Glossary covers a number of explanatory concepts which are essential to Piaget's theory.

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.