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Piaget's Theory of Knowledge: Genetic Epistemology and Scientific Reason, by Richard F. Kitchener
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- Sales Rank: #3738615 in Books
- Published on: 1986-09-10
- Original language: English
- Number of items: 1
- Dimensions: 9.75" h x 6.75" w x 1.00" l,
- Binding: Hardcover
- 288 pages
Most helpful customer reviews
1 of 1 people found the following review helpful.
Poses, Illuminates, and Appraises Crucial Issues with Piagetian Theory in Much-welcomed Detail and Depth
By Dennis B. Mulcare
This is a thoughtful and highly illuminating book that addresses crucial issues with respect to Piagetian theory, including ones that in my limited familiarity with Piagetian literature have nonetheless been a source of continuing concern to me. Moreover, this book poses and explores many other issues that are comparably problematic or ambiguous. The author is nevertheless generally supportive of Piaget's ideas, but not slavishly so. For example, his support at times involves rectifying, supplementing, or questioning Piaget's own accounts, thereby rendering the subject theory/topic more specific or coherent, if sometimes inherently incomplete in certain aspects.
Composed from a philosophical viewpoint, this book still relates well to Piaget's cognitive development theories, theses, and concepts. It explores the major topics in Piaget's epistemological repertoire, and does so in a cogent and penetrating manner. Moreover, I found the flow of discourse and the style of writing to be quite good. Before anyone's launching into this book, however, it would be prudent for them to possess at least a modicum of familiarity with Piaget's ideas on genetic epistemology as well as its supporting elements and terminology in genetic psychology. At my level of conversance with Piaget's ideas then, coupled with a variety of novel topics or arguments that were introduced, this book was not for me a uniformly easy read throughout. It was nevertheless a generally stimulating and rewarding read.
One of the author's more impactful and incisive messages was elucidating the assertion: Piaget was NOT a psychologist per se, but instead a genetic epistemologist. Psychology is concerned with unique, subjective, egocentric subjects, together with differences among them, as influenced by their respective contingencies. In contrast, Piaget was concerned with an abstract, ideal, decentered subject postulated to be present as a common universal rationality within every human individual, or a postulated epistemic subject. Piaget then undertook to determine the general course of the cognitive development of this epistemic subject. To implement this research agenda, he developed a rather specialized genetic psychology (genetic connoting genesis of knowledge), which has been rather widely characterized as Piagetian child development psychology. But his imaginative research with children was in fact an empirical means to the theoretical end of elaborating and establishing his genetic epistemology, or the constructive development of knowledge.
Most interesting to me was the treatment of reflective abstraction (especially pp. 61-65). Kitchener's coverage, moreover, is the most thorough, clear, and incisive treatment of this topic that I have found. His contribution is most valuable because this complex process is pivotal in Piaget's concept of constructive development. Specifically, reflective abstraction produces increasingly more complex and refined cognitive structures, and in turn, it enables ever greater knowledge acquisition and consolidation. However, I believe the coverage here could have been improved by the addition of two figures: Piaget's Spiral of Knowing for context and overall process organization; and a two-level diagram depicting the respective elements and relationships of the two hierarchical levels of cognitive development here, or relatively, the planes of action and understanding (p. 63). Thankfully for me, Kitchener's treatment of this topic is not too burdened by accounts of antecedent clinical investigations and Piaget's detailed construals thereof - mainly just the resulting theory and its assessment. After all, this book centers on Piaget's ultimate research goal of genetic epistemology: the genesis and growth of knowledge in the epistemic subject.
As the title suggests, Piaget's relationships between genetic epistemology and his views on the history/philosophy of science are also addressed. This linkage is based on his thesis that the same cognitive faculties and constructs are employed in the advancement of science as are utilized in the development of the epistemic subject. Also, the correspondence between Piaget's philosophy of science and that of contemporary philosophers like Lakatos and Popper is identified and critiqued.
Overall, the organization of the book is somewhat unusual in that certain topics, like reflective abstraction for example, are treated in several parts of the book. The separate parts embody differing contexts, aspects, or perspectives, but there is nonetheless some sense of repetition of topics. As a non-specialist, however, I did not consider any attendant redundancy to be objectionable.
In sum, this is one of two books on Piaget's work that I have found to be the most scholarly, penetrating, and hence valuable in my reading thus far. Written from a philosopher's perspective, this book complements the other title quite nicely (Chapman's "Constructive Evolution"). The latter book provides a more encompassing yet comparably illuminating examination of Piaget's work per se. Read the latter book first for background for the subject book. The concluding chapter of Chapman's book, moreover, is effectively a different perspective and compressed treatment of the overall subject of Kitchener's book.
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