DOCSLIB.ORG

Genetic Epistemology Piaget's Talent at Observation

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Genetic Epistemology Piaget's Talent at Observation Piaget’s Genetic Epistemology & Cognitive Revolution: Sensorimotor Intelligence Jean Piaget & Genetic Epistemology ✔Genetic Epistemology – Integration of Development with Philosophy (Biology & Psychology) ✔How Do We Come to Know, In ✔Large Community of Collaborators Development and History? ✔An Epigenetic Framework ✔3 Key Concepts ✔Key Figure: Defining Issues for Action & Adaptation ✗ Field ✗ Logic: Source of Necessary Truth ✗ Stage & Epigenesis ✔Stages & Equilibration Psychology 1202/H134 Kurt Fischer Genetic Epistemology Piaget’s Talent at Observation ✔"Genetic" as in Genesis: Development ✔Amazing Number of Surprising Findings ✔"Epistemology": that Replicate! The Study of Knowledge ✔Example: Conservation ✔Link to Kant & Baldwin: Universals of Knowledge Come from Acting in World. ✗ Universals are not simply innate but constructed by people. 1 Method: Clinical Interview Method: Clinical Interview ✔Qualitative Method ✔Goal: Relating to Individual ✔Piaget as Master Interviewer ✔Early Theory: Social Foundations of Development in Perspective Taking 3 Key Concepts Adaptation: Hand Grasping Pencil 1. Action: importance of Adaptation controlled transformation in world of action to objects/events (or represented in mind) adapted action 2 Adaptation in Knowing Person & World Are In Relationship. generalizing (assimilation) generalizing (assimilation) Person Person Using Object Using Object Scheme Scheme Scheme particularizing (accommodation) particularizing (accommodation) His Personal Background Personal Background: Religious Crisis ✔Born in 1896 in Neuchatel, Switzerland. Logic replaces Religion. ✗ Distant Cousins Founded Famous Piaget Watch Company. ✔Died in 1980 in Geneva at age 84. ✔Over 60 years of research and theory on genetic epistemology. 3 Logic replaces Religion Building His System as source of TRUTH ✔1. Biology & Philosophy If P, then Q. ✔2. 5 early books: "Working Papers“ -The Child’s Conception of the World -The Moral Judgment of the Child 5 + 7 = 12 -The Child’s Conception of Number -The Origins of Intelligence in Children 12 - 7 = 5 -The Child’s Construction of Reality ✔3. Theory built later, starting with Origins of Intelligence ✔4. Wealth of Observations Collaborations Key Concepts 2. Logic: ✔Good at Spotting Important Ideas, Discoveries a system that is internally consistent (& ✔Public Collaborators: reversible) & so avoids contradiction Inhelder, Sinclair, Bovet ✔Hidden: action: Valentine Piaget, Alina Szeminska 5 + 7 = 12 reversing 12 - 7 = 5 action: 4 Intelligence is Logic of the Mind Key Concepts 3. Stage descriptive slices of development 2 + 3 = 5 stage 4. formal-operational int. 5 - 2 = 3 stage 3. concrete-operational int. stage 2. preoperational intelligence consistency reversibility stage 1. sensorimotor intelligence Epigenesis: or stronger meaning of Stage Major Transformation major reorganizations— achieving a new Equilibrium arising from a new Logic action: 5 + 7 = 12 reversing 12 - 7 = 5 action: 5 as in construction of a new skill: 1 t n 2 e 4 periods m p 3 lo (stages) e v e d 4 Sensorimotor Intelligence Based in Actions Action & Perceptions Mammals & Birds Have S-M Intelligence. 6 Perception Preoperational Intelligence based in Representations "I see" (internalized actions & perceptions) Representations Include Language, Pretend, Images (Internalized Imitations) Concrete Operational intelligence based in Operations “Pick up teddy.” ✔ (internalized reversible actions), ✔“See teddy.” ✔Child makes teddy walk, eat, talk. including arithmetic: ✔Child pictures or imitates teddy in his mind. action: 5 + 9 = 14 reversing 14 - 9 = 5 action: 7 example: example: Multiplication of Classes Conservation (Multiplication of Triangles Squares Circles Relations/Amounts) Narrow Wide Red High = Not Blue Low Not = Yellow One of Piaget’s Favorite Examples Formal Operational intelligence of Operations on Operations based in ✔All possible combinations: Operations on ✗ Operating on the obtained combinations (concrete operations) to figure out all possible ones. Operations ✗ Such as combining coins: penny, nickle, dime, quarter. Example: Variable X is an unknown ✗ You must go systematically through all possibilities: 1,2, 3, & 4 at a time. operation, such as adding a number to get ✗ If you do it by trial and error, like an 8-year- old, a sum. you leave out some. Algebra involves operating on X to determine values. 8 example: Equilibrium for Each Stage? Operation on Operation (proposition about proposition) ✔Logic Provides Strong Equlibrium: ✔Sensorimotor: Logic of Action Yesterday, scientists found a 3-year ✔Preoperational: NO Logic, But Prototype of Non-logic (Illogic) old skull of an animal with 5 feet & ✔Concrete Operational: Logic of Experienced World, Concrete 2 heads that died 100 years ago. ✔Formal Operational: Logic of Hypothetical, Abstract, Formal What's wrong with this statement? Piaget: Action & Logic Dynamic Development – Equilibration: in Cognitive Development Person Acts to Coordinate & Regulate Many Factors & Attains Equilibrium. ✔Piaget & Genetic Epistemology ✔ Before, Many Scientists Found Concept Fuzzy & Ill ✗ Integrating Philosophy with Development (Biology Defined. & Psychology) Now Makes Sense in Terms of Dynamic Systems ✗ Building Collaborative Community ✔Cognition Based in Activity ✗ Van Geert (Psychological Review, 1991, 1998) • Formal Equilibration Model Produces Stages ✔Equilibration between Person & World ✔Basis of Intelligence in Logic & Mathematics ✗ Van der Maas & Molenaar (Psychological Review, 1992) ✔Epigenetic Stages • Stages as “Catastrophes” ✗ 4 Main Stages ✗ Equilibria of Logic 9 Video Chapter Complete • You have completed this video chapter • Use the bookmarks to review any portion of the chapter • Click on the download link to download a handout of the slides 10.
Load more

Recommended publications
  • Piaget»S Genictic Epistemology; a Theoretical Critique of Ma.In Epistemic Concepts
    1, PIAGET»S GENICTIC EPISTEMOLOGY; A THEORETICAL CRITIQUE OF MA.IN EPISTEMIC CONCEPTS LESLIE SMITH A thesis submitted at the University of Leicester for the degree of Doctor of Philosophy. December 1981 School of Education, University of Leicester. UMI Number: U323106 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Disscrrlation Publishing UMI U323106 Published by ProQuest LLC 2015. Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 -îM-esri , .7 ' 11. Recognition.I'm pleased by it, of course, but it's pretty catastrophic when I see how I'm understood. JEAN PIAGET The great man who at any time seems to be launching some new line of thought is simply the point of intersection or synthesis of ideas which have been elaborated by a continuous process of cooperation. JEAN PIAGET From the amoeba to Einstein, the growth of knowledge is always the same. KARL POPPER How difficult it isi How much more difficult psychology is than physics. ALBERT EINSTEIN 111. Foreword My own view of the work of Jean Piaget is that it embodies an exciting, novel and challenging conception of human knowledge and that his theory possesses a comprehensive breadth of vision that makes it a major intellectual achievement, I mention ray personal view at the outset, not in the expectation that it is necessarily shared by others but rather because it is my personal view, one which is not a view that others have to share to want to read further in this study.
    [Show full text]
  • How to Cite Complete Issue More Information About This Article
    Estudos e Pesquisas em Psicologia ISSN: 1676-3041 ISSN: 1808-4281 Universidade do Estado do Rio De Janeiro Ratcliff, Marc J.; Tau, Ramiro A networking model. The case of the International Center for Genetic Epistemology Estudos e Pesquisas em Psicologia, vol. 18, no. 4, 2018, pp. 1215-1238 Universidade do Estado do Rio De Janeiro Available in: https://www.redalyc.org/articulo.oa?id=451859498011 How to cite Complete issue Scientific Information System Redalyc More information about this article Network of Scientific Journals from Latin America and the Caribbean, Spain and Journal's webpage in redalyc.org Portugal Project academic non-profit, developed under the open access initiative ARTIGOS A networking model. The case of the International Center for Genetic Epistemology Um modelo de rede. O caso do Centro Internacional de Epistemologia Genética Un modelo de red. El caso del Centro Internacional de Epistemología Genética Marc J. Ratcliff* University of Geneva - UNIGE, Genebra, Suíça Ramiro Tau** University of Geneva - UNIGE, Genebra, Suíça ABSTRACT The article reviews the process of conformation of the International Center for Genetic Epistemology (CIEG), which functioned at the University of Geneva between 1955 and 1986. This Center led by Jean Piaget had the collaboration of hundreds of researchers from around the world and from different disciplines. We will here review the configuration of the centripetal circuits that led to the constitution of an institution with a double centrality. On the one hand, taking into account the history of international scientific circulations, it is feasible to recognize in the CIEG a reference point from which the radial journeys of social exchanges with different scientific communities can be reconstructed.
    [Show full text]
  • Psychology and Classifications of the Sciences Fernando Vidal ICREA (Catalan Institution for Research and Advanced Studies)
    Psychology and Classifications of the Sciences Fernando Vidal ICREA (Catalan Institution for Research and Advanced Studies) Translated by Jacob Krell Psychologie: piste l’homme et, close et figée, lui inflige une autopsie. — Michel Leiris, Langage tangage1 he history of psychology as an autonomous discipline is driven not only by its theoretical, methodological, and institutional developments but also by the elab­ oration of the concept of psychology itself and by theorizations of its position among Tother domains of knowledge. Classificatory schemes of the sciences have a preeminent function in such a context. They imply a reflection that exceeds the problems proper to any one discipline, and precisely because they both reflect situations of fact and embody metascientific ideals, they contribute not only to the project of identifying domains of knowledge but also to the process of defining them. This is what Francis Bacon (1561–1626) noted in theNovum Organum (1620) when he observed that “[t]he received division of the sciences [is] suitable only for the received totality of the sciences,” and that “we find in the intellectual as in the terrestrial globe cultivated tracts and wilderness side by side.” 2 1 Michel Leiris, Langage, tangage ou ce que les mots me disent (Paris: Gallimard, 1995). 2 Francis Bacon, Novum Organum, in The Instauratio Magna, Part II: Novum Organum and Associated Texts, ed. Graham Rees with Maria Wakely (Oxford: Clarendon Press, 2004), 27. A good introduction to the topic of 2 republics of letters For psychology, classifications of the sciences have had a twofold significance.3 On the one hand, from the moment psychology sought to institute itself as an autonomous science, it began to conceptualize its inclusion within the general order of the sciences, and this process turned out to be one of its best modes of self­legitimation.
    [Show full text]
  • Developmental Psychology - Houcan Zhang, Xiaochun Miao
    PSYCHOLOGY – Vol. I - Developmental Psychology - Houcan Zhang, Xiaochun Miao DEVELOPMENTAL PSYCHOLOGY Houcan Zhang Beijing Normal University, PRC, China Xiaochun Miao East China Normal University, Shanghai, PRC, China Keywords: Developmental psychology, cognitive development, longitudinal study, cross design method, genetic epistemology, behaviorism, behavioral genetics, cross- sectional study, life-span development, issue of nature and nurture, psychoanalysis Contents 1. Introduction 2. Brief History 3. Schools of Developmental Psychology 4. New Developments 5. The Future of Developmental Psychology Glossary Bibliography Biographical Sketches Summary Developmental psychology is a branch of modern psychology that studies the ontogenetic development of individual human beings, which includes all stages of development from the prenatal until old age and death. There have been two major discussions in the theoretical issues of human development: 1) the interplay between biological inheritance and social environment, and 2) whether psychological development is continuous (quantitative) or discontinuous (qualitative). The longitudinal and cross-sectional methods are two preferred designs in the study of human development, but, combining the advantages of both, a cross-design paradigm has been proposed. UNESCO – EOLSS The study of human development started with John Locke in England and Jean-Jacques Rousseau in France. Other influential contributors to the field were Charles Darwin, Wilhelm Preyer, G. Stanley Hall, Louis W. Stern, Karl and Charlotte Buhler, Alfred Binet, Lewis Terman,SAMPLE Sigmund Freud, John B.CHAPTERS Watson, B.F. Skinner, Albert Bandura, Arnold Gesell, Jean Piaget, Eric Erikson, and Lev Vygotsky. The major theories that have shaped developmental psychology are psychoanalysis (Freud), behaviorism (Watson), genetic epistemology (Piaget), and the theory of the historical-cultural developmental process of the mind (Vygotsky).
    [Show full text]
  • ED309084.Pdf
    DOCUMENT RESUME ED 309 084 SE 050 740 TITLE "Contributions of Piaget to Science Education." Science Education. Science Curriculum Concept Paper #2. INSTITLTION Oregon State Dept. of Education, Salem. PUB DATE Jun 89 NOTE 13p.; For another concept paper see SE 050 739. PUB TYPE Reports - Descriptive (141) -- Reference Materials - Bibliographies (131) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Cognitive Development; Educational Objectives; Elementary School Science; Elementary Secondary Education; *Epistemology; *Intelligence; *Piagetian Theory; Science Curriculum; *Science Education; *Science Teachers; Secondary School Science ABSTRACT This paper discusses the implications of Piaget's theory to science education. The first section of the paper, "What Science Teachers Need To Know: Scientific Knowledge and Its Source," describes three sources of students' knowledge and corresponding educational practices. The second section, "Functions of Intelligence," discusses the concept of knowledge and provides a table comparing the traditional ideas, Piaget's science of knowledge, and its educational implications of eight functions of intelligence, including perception, learning, error, problems, imitation, language, imagery, and memory. The third section, "Conclusions," discusses the understanding of several Piagetian terms, teaching implications, and the goals of science education. The last section, "References," is an annotated bibliography on functions of intelligence, development of students' activity, developmental psychology, genetic epistemology, structures, education, and other works. A total of 42 references are listed. (YP) **********************************1.*****************************/F****** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** "PERMISSION TO REPRODUCE THIS U S. DEPARTMENT OF EDUCATION Office of Educational Revarch and Improvement MATERIAL HAS BEEN GRANTED BY DUCATIONAL RESOURCES INFORMATION CENTER (EPIC) S.
    [Show full text]
  • Departure from Empiricism Towards Theory in Search for Balance in Psychology of Human Development
    Studia Psychologiczne. t. 55 (2017), z. 2, s. 13–24 PL ISSN 0081-685X DOI: 10.2478/V1067-010-0171-8 Adam Niemczyński Katowice School of Economics and Jagiellonian University DEPARTURE FROM EMPIRICISM TOWARDS THEORY IN SEARCH FOR BALANCE IN PSYCHOLOGY OF HUMAN DEVELOPMENT The author marks a disproportionally small amount of work on theory in comparison to the ample production of empirical information in contemporary psychology. To restore the balance between the two, it seems nec- essary to reply to the possessive doctrine of empiricism by revealing its theory of knowledge and to matching it with the scientific worldview of positivism. The positivistic climate in science of the late nineteenth century swept up all the aspirations of nascent modern psychology. Brentano and Wundt were the first to attempt to emancipate themselves from the empiricism theory of cognition but psychology failed to followed suit. The same epistemology underlies the developmental psychology of human ontogeny being conducive to concep- tualisations in biological terms. Piaget turned out to be ingenious in his invention to elaborate the very same empiricist epistemology. Szuman also stayed under its influence, although his work on the role of upbringing in child development clearly has the power of argument for emancipation from biology. Vygotsky seems to be equivocal in this respect, too. The attempts of Brentano and Wundt consisted in arguing for the irreducibility of the mind to physiology of living organism. There is a continuous need in developmental psychology to reject the reduction of the mind to the adaptive functions of the human organism. Emancipation from the doctrine of empiricism may open the way to reaching a balance between psychological theory and research on the human mind and personality development.
    [Show full text]
  • Bfm:978-94-010-9321-7/1.Pdf
    STUDIES IN GENETIC EPISTEMOLOGY XXIII EPISTEMOLOGY AND PSYCHOLOGY OF FUNCTIONS SYNTHESE LIBRARY MONOGRAPHS ON EPISTEMOLOGY, LOGIC, METHODOLOGY, PHILOSOPHY OF SCIENCE, SOCIOLOGY OF SCIENCE AND OF KNOWLEDGE, AND ON THE MATHEMATICAL METHODS OF SOCIAL AND BEHAVIORAL SCIENCES Managing Editor: JAAKKO HINTIKKA, Academy of Finland and Stanford University Editors: ROBER T S. COHEN, Boston University DONALD DAVIDSON, University of Chicago GABRIEL NUCHELMANS, University of Leyden WESLEY C. SALMON, University of Arizona VOLUME 83 STUDIES IN GENETIC EPISTEMOLOGY Published under the direction of JEAN PIAGET Professor of the Faculte des Sciences at Geneva XXIII EPISTEMOLOGY AND PSYCHOLOGY OF FUNCTIONS By JEAN PIAGET, JEAN-BLAISE GRIZE, ALINA SZEMINSKA, AND VINH BANG With the Collaboration of Catherine Fot, Marianne Meylan-Backs, Francine Orsini Andrula Papert-Christophides, Elsa Schmid-Kitzikis and Hermine Sinclair D. REIDEL PUBLISHING COMPANY DORDRECHT-HOLLAND/BOSTON-U .S.A. Libnuy of Congress Cataloging in Publication Data Epistemology and psychology of functions. (Studies in genetic epistemology; 23) (Synthese library; v. 83) Translation of Epistemologie et psychologie de la fonction. Includes bibliographical references and indexes. I. Cognition in children. 2. Knowledge, Theory of. 3. Functions. I. Piaget, Jean, 1896- II. Series: Etudes d'epistemologie genetique ; 23. BF723.C5E613 155.4'13 77-6792 ISBN-13: 978-90-277-1242-4 e-ISBN-13: 978-94-010-9321-7 DOl: 10.1007/978-94-010-9321-7 ETUDES D'EPlSTEMOLOGIE GENETIQUE X Xlii EPlSTEMOLOGIE ET PSYCHOLOGIE DE LA FONCTION First published by Presses Universitaires de France, 1968 Translated from the French by F. Xavier Castellanos and Vivian D. Anderson Published by D. Reidel Publishing Company, P.O.
    [Show full text]
  • The Educational Implications of Piaget's Theory And
    DOCONENT BEMIRE ED 192 349 TB 800 003 AUTHOR De Lisio.Richard TITLE The Educational Implications of Piaget'sTheory and Assessment Techniques. INSTITUTION ERIC Clearinghouse on Tests,Measurement, and Evaluation, Princeton, N.J. SPONS AGENCY National Inst. of Education(DHFV), Washington, D.C. REPORT NO EPIC-TM-68 PUB DATE Nov 79 NOTE 40p. AVAILABLE FROM EPIC Clearinghouse on Tests, Measurement,and Evaluation, Educational TestingService, Princeton, NJ 08541 (S5.00I. EDRS PRICE MF01/PCO2 Plus Postage, DESCRIPTORS Abstract Reasoning: AnnotatedBibliographies; Children: *Cognitive Development:Cognitive Measurement: Conservation (Concept): Developmental Stages: Educational Obiectives: *Educational Practice: Educational Research: ElementarySecondary Education: Environmental Influences:Intellectual Development: Intelligence Factors:Intelligence Tests; *Learning Theories; LogicalThinking: Moral Development: Research Needs: ResearchReviews (Publications): *Research Utilization:Teacher Education: Teaching Methods: *ThoughtProcesses IDENTIFIERS Piaget (Jean) :*Piagetian Tests: *Piagetian Theory: Spatial Ability ABSTRACT A review of Piaget's theory and researchon children's cognitive development ispresented, including a discussion ot the psychological structures ofintelligence, developmental constructivism, and the evolution of knowledgeas a subject-object relation. Piaget's assessment techniquesare summarized, including moral development, number censervation,spatial operations, anda comparison between intelligence quotiertand Piaget's assessment of
    [Show full text]
  • Jean Piaget's Genetic Epistemology As a Theory of Knowledge Based
    Athens Journal of Humanities & Arts - Volume 8, Issue 3, July 2021 – Pages 209-230 Jean Piaget’s Genetic Epistemology as a Theory of Knowledge Based on Epigenesis By Zelia Ramozzi-Chiarottino* This article aims to highlight Jean Piaget’s theory of knowledge and situate it in this context since its beginnings in Ancient Greece where, in Plato, we already find this seminal idea: knowledge is acquired in successive and upward moments (dialektikê), starting from an opinion on the sensible world (doxa) towards the épistêmê of the intelligible world, the world of Ideas or concepts. Piaget’s Theory of Knowledge, we believe, was determined by four moments: 1) his research as a malacologist under the guidance of Godet and Raymond, 2) the acquaintance with Kant’s philosophy at age of 21, 3) his internship at the Binet/Simon laboratory, 4) his studies on the Limnaea Stagnalis. His core idea: it is possible for human beings to attain the necessary and universal knowledge due to the exchange processes of their organisms with the environment, which give rise to the epigenetic ontogenesis of their specific organic mental structures, framed for the specific act of knowing. Epigenetic ontogenesis begins with the infans first actions in the world, from the very moment of birth. Around two years of age, these actions will be represented and organized in groups linked to empirical experience, until the brain be able to perform the operations of the Abelian Group. The physiological development ends here, and the logico-mathematical knowledge becomes possible. Introduction The title of this article may be a surprise to many, since Jean Piaget has always been recognized as a gifted psychologist (but not a biologist).
    [Show full text]
  • The Idea to Devote a Thematic Issue of Philosophica to the Broad Subject Of
    Philosophica 54 (1994, 2) pp. 5-7 INTRODUCTION The idea to devote a thematic issue of Philosophica to the broad subject of "Jean Piaget's scientific legacy" grew out of a symposium by the same name which the editors - a philosopher of science (Callebaut) and a psychologist (Vervaet) - convened at the Dutch National Psychologists' Congress in Groningen, on November 20, 1992. Their own papers in this issue are reworked versions of their symposium contributions; the papers by Bidell and Fischer and by Voneche and Parrat-Dayan were produced directly for this issue. The Swiss master left us almost fifteen yeats ago, but his rich, multi­ layered genetic epistemology continues to be explored in several, indeed many directions. From psychotherapy to evolutionary biology, from mentally retarded children to cross-cultural studies, from logic to regula­ tory systems theory, to name but these obvious fields of attention: Piaget's is a rich legacy indeed! By no means is this issue intended to cover all these facets of Piaget's intellectual personality (to be exhaustive, an entire book shelf would be required); but what we offer here are some samples illustrating not so much particular developments as ways in whi_ch genetic episte­ mology seems to be going anno 1995. Our modest homage, which may at once be seen as a little prelude to the 1996 Piaget Centennial, opens with a contribution from the "cen­ ter". "La partie, Ie tout et l'equilibration" by Jacques Voneche and Silvia Parrat-Dayan is a wide-ranging· analysis of the complex ways in which Piaget and his school have dealt with the age-old problem of the relation between a whole and its parts (the problem of reductionism), in particular as it appears as a problem of coordinating various equilibria.
    [Show full text]
  • Developmental Counseling Psychology Hdc 6440-01
    ADVANCED DEVELOPMENTAL COUNSELING PSYCHOLOGY HDC 6440-01 Meeting Location: Sony 2071; Weekend dates: Fri. 4 p.m – 8 pm; Sat. 8:30 a.m. – 5:30 p.m COURSE PURPOSE This course is designed to integrate concepts learned in Developmental Counseling Psychology with appropriate methods and interventions laying the groundwork for a broad understanding of developmental counseling practice. It assumes familiarity with basic developmental constructs. It also assumes a familiarity with the basic listening skills needed to effectively work in consultation and counseling. Special attention will be given to the principles and processes that constitute developmentally appropriate counseling practice. Additionally, students will be given opportunities to generalize learning to other settings which may be most relevant to their career goals. The developing individual studied in the context of systems allows for a more comprehensive, culturally sensitive and realistic perspective on helping. CACREP CURRICULUM STANDARDS Standards of the Council for the Accreditation of Counseling and Related Educational Programs (CACREP) are adhered to in this class as well as all HDC courses. Human Growth and Development and Counseling Growth and Relationships are two of the eight common core areas required of all students in CACREP accredited graduate programs. Curricular experiences and demonstrated knowledge in each of the eight common core areas are required of all students. Addtionally standards relevant to the CMHC specialty and related to goals of this course will be addressed. Knowledge and Skill Outcomes (NOTE: CACREP 2016 standards are coded below and are assessed via Final Exam[E], case formulation (also key assignment) [CF/K*], Developmental Interview [DI], group presentation [G} and class exercises [CE].
    [Show full text]
  • From the Standard Theory of Stages to Piaget's New Theory
    CONSTRUCTIVE HISTORY From the standard theory of stages to Piaget’s new theory JEREMY TREVELYAN BURMAN, HON.B.SC, MA A DISSERTATION SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY GRADUATE PROGRAM IN PSYCHOLOGY YORK UNIVERSITY TORONTO, ONTARIO AUGUST 2016 © Jeremy T. Burman, 2016 ii Abstract This project demonstrates how Historians of Psychology can contribute to the future of Psychology from within the Department of Psychology (rather than from departments of History, the History and Philosophy of Science, or Science and Technology Studies). To do this, I focus on the claim that Jean Piaget’s last works constitute a “new theory,” while also showing how this labelling was appropriate. This is discussed briefly in the introduction. The first chapter is also quite simple: it follows the turn toward “locality,” and uses autobiography to show why a psychologist might want to pursue advanced training in history. This approach is then reflected in the second chapter, where Piaget’s autobiography is used to situate what followed in his own studies. The third chapter reflects this at an again-higher level, comparing an American history of Piaget’s biography with a Genevan history (but augmented with new archival research). In addition to revealing new details about his life, this also highlights a difference in historiographical sensibilities at work in shaping the discipline. The fourth chapter then shows that this generalizes. It reviews the most famous case of an instance where a series of texts were “indigenized” during their importation into American Psychology (viz.
    [Show full text]