Bücher von Jean Piaget

Die einzige Gesamtdarstellung seiner Theorie, die Jean Piaget selbst geschrieben hat. Ideal für alle, die an einer kurzen, authentischen Einführung in sein Werk und an der Erklärung seiner zentralen Begriffe ebenso interessiert sind wie an der Schilderung maßgeblicher Vorgänge bei der Herausbildung von menschlicher Erkenntnis.Als Piaget 1980 im Alter von 84 Jahren starb, hinterließ er ein monumentales Werk, allerdings keine systematische Gesamtdarstellung seiner Theorie - mit einer Ausnahme: 1970 schrieb Piaget für ein Handbuch der Kinderpsychologie eine solche Gesamtdarstellung, ideal für Studentinnen und Studenten der Psychologie, Pädagogik und Sozialarbeit und für alle, die sich einen Einblick in sein Werk verschaffen wollen.Ohne Jean Piagets Untersuchungen über die Entwicklung des menschlichen Denkens und der Intelligenz beim Kind ist die moderne Entwicklungspsychologie nicht zu denken, ebenso wenig die pädagogische Theoriebildung und Praxis der letzten Jahrzehnte. Seine bahnbrechenden Forschungsergebnisse über die Entwicklung menschlichen Erkennens haben darüber hinaus das Selbstverständnis des modernen Menschen auf neue Grundlagen gestellt. Im Mittelpunkt dieser systematischen Darstellung seines Werkes stehen die Vorgänge wechselseitiger Anpassung zwischen dem erkennenden Subjekt und seiner Umwelt, mit deren Hilfe das Kind sich seine Wirklichkeit erst aneignet.

Over a period of six decades, Jean Piaget conducted a program of naturalistic research that has profoundly affected our understanding of child development.

This classic text, exploring the role of social experience in the development of understanding, shows the general perception of Piaget as someone who took insufficient account of social factors in psychology to be false.

First published in 1997. Routledge is an imprint of Taylor & Francis, an informa company.

This book, the last one written by Piaget, presents a new line of empirical studies based on a revised formulation of his theory of the development of logical reasoning. The amended theory overcomes many problems and criticisms of his earlier formulations by providing a fresh explanation for the origin of mental operations and mental organization based on the concept of meaning. It also offers a more elegant vision of the continuity in mental development from birth to adulthood. As the final revision of Piaget''s theory -- and one that opens up new areas of inquiry -- this book calls for a reinterpretation of his earlier work -- a task which will occupy scholars for decades to come.

This text looks at Piaget's experimental ideas for probing the most sophisticated ways of children's thinking. It looks at the way that children perceive the causes of phenomena such as the occurence of wind, suggesting that appliance of these thought modes could improve our daily lives.

Possibility and Necessity was first published in 1987. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.This two-volume work—Jean Piaget''s last—was published in France in 1981 and 1983 and is available now for the first time in English translation. Reflecting the preoccupations and methodologies of his later years, Possibility and Necessity combines theoretical interpretation with detailed summaries of the experiments Piaget and his colleagues used to test their hypotheses.Volume 2 presents a series of experiments documenting the way children between the ages of four or five and eleven to thirteen come to develop a grasp of necessity and its role in understanding the world about them. The experiments show how children proceed from an initial level (at four or five years) of pseudo-necessities, where they see the world as necessarily what it appears to be without the existence of other possibilities, to an intermediate level (at six to ten years), where pseudo-necessities give way to increasingly rich arrays of possibilities, and a final stage (at eleven to thirteen years), where children are able to select among these multiple possibilities the one that fits all the data. This stage represents the optimal level of understanding reality, which is now seen by the child as infinitely variable yet coherent and lawful. Psychologically, this lawfulness corresponds to a sense of necessity, or certainty.Volume 2 thus completes the theory presented in Volume 1 (The Role of Possibility in Cognitive Development) by showing how cognitive development is mediated on the one hand by a dialectical process of ever-expanding possibilities and, on the other, by increasingly delimiting necessities. In demonstrating how this process operates in psychological development—and in pointing out analogies in the history of science — Piaget gave his genetic epistemology its final and most accomplished form. The acquisition of knowledge is thus shown to be the result of two complementary processes: the formation of possibilities and the grasping of necessary laws and constraints in the construction of a reasoned representation of the external world.

Summarizing in broad outline the data accumulated from about a hundred studies on the essential points of causal explanation, this introduction (written with the collaboration of R. Garcia) defines the main problems posed by these data.

A study of child development in terms of systematic and representative imitation, the structure and symbolism of games and dreams, and the movement from sensory-motor schemas to conceptual schemas.

This volume is the seventh of nine reproducing Piaget's original works.

Originally published: London: K. Paul, Trench, Trubner, 1932.

Here Piaget and Inhelder analyze the development of combining operations, which contributes to determining the relationships between chance, probability, and the operating mechanisms of the mind.

A milestone of child psychology, The Child's Conception of the World explores the ways in which the reasoning powers of young children differ from those of adults.

"A massive and most important study. . . . All teachers of young children should know the general outline of the work." -Evelyn Lawrence, British Journal of Educational Studies

Professor Piaget discusses a set of investigations he and a team of co-workers carried out on the genesis of the notion of number in the child's mind.