Piaget

Piaget’s Cognitive Theory is extremely influential in Developmental Psychology. As a Psychology student, I tried to use Conservation task to understand two girls’  cognitive-developmental stage and skill.
Key words: Cognitive theory, Developmental Psychology, Cognitive-Developmental stage

How is it possible to introduce a notion of Reality as Totality that is conso- nant with the continuous development of contemporary science? To answer this question, we introduce in this chapter the notion of Reality-Totality. We argue in favor of the view that Reality as a Totality may be conceived as active and living Knowledge: the self-exposing Idea that self-exposes itself to us by a self- organizing process of which our knowledge process itself is part. The view we argue for is of a metaphysical nature, and it elaborates on the methodological character of the study of the Self-Organization. We show that this philosophi- cal view emerges from some general reflections on the constitution of scientific knowledge, providing elements that make possible the structuring and coordina- tion of various scientific contents and methods.
Our exposition begins with a discussion of the epistemological analysis of Gilles-Gaston Granger (1920–2016), and the genetic epistemology and psychol- ogy of Jean Piaget (1896–1980) and his coworkers. We then proceed to an anal- ysis that leads us to the notion of Reality-Totality and its properties. At the conclusion of the chapter, it will be seen that the view presented here is a new form of absolute speculative idealism, close to the philosophical view of Georg W. F. Hegel (1770–1831).

For a little over 40 years, what we label now, physics education research, has been conducted. As a result, new themes in the research in physics learning and in physics education have emerged. Some of these themes are cognitivism, qualitative research, learning as construction of knowledge, epistemological underpinnings that are not realist, student understanding-driven pedagogies, and scholarship in fields outside physics. These themes have arisen in minds of our colleagues, who focus their attention on students ’ understandings of physical phenomena, instead of how well the students do on conventional tests. Physics education research shows that alternative pedagogies result in a wider range of students making much greater changes in their understanding of the phenomena than the conventional pedagogies, far beyond mere statistical significance. Yet, these themes are still just themes and not major changes in physics teaching as a whole enterprise. Since we know these pedagogies a...

Esta Tesis tiene por objetivo proponer un tipo de abordaje psicológico y socio-político para reconsiderar la formación y formalización de los esquemas de conocimiento y construcción de la subjetividad. Lo que me conduce a esto, es el hecho de intentar asignarle un carácter epistemológico a la afectividad que me posibilite pensar en la conformación de «esquemas afectivos» previos a la estructura piagetiana de los esquemas de acción y de pensamiento (representativos y lógico-operatorios). Reconsideración ésta que me permite replantear la forma, no sólo en la que el sujeto comienza a conocer, sino también, en la que comienza a conocer «lo otro», aquello que lo condiciona en la formalización de sus esquemas y en el producto de los mismos. Por consiguiente, estos esquemas no pueden pensarse por fuera de la matriz social y política que los conforma, y ni tampoco de la matriz singular y situacional donde esos esquemas se desarrollan. De ahí que estarán condicionados por determinados «regímenes afectivos» y sus patrones de afección y vinculación; y por los «ambientes afectivos» y el tipo de afectos que se vivencien y reproduzcan en su espacio interior. Lo que al bebé inicialmente «lo afecte» vendrá dado por una «forma social» del afecto, es decir, por formas afectivas gestadas dentro de una trama social que responden a un deber ser o a una forma de vehiculización de los afectos –cómo dar amor, cómo cuidar-, y por las respuestas afectivas brindadas por los responsables de su cuidado –cómo responden ante un llanto, ante berrinches, o en general, ante el vínculo con el bebé. Ya que «el afecto» que los cuidadores depositen o manifiesten, resultará estar «moldeado» por la forma social afectiva que los educó y los atravesó en un «tiempo-espacio» determinado, y por la forma social afectiva que ellos internalizaron de acuerdo con sus vivencias y condiciones materiales de existencia. Asimismo, esto me conduce a reconsiderar qué es la afectividad en un sentido amplio –¿Es una potencia? ¿Es energía? ¿Es una fuerza? -, y a qué aspectos o instancias involucra y/o envuelve –afectos, sensaciones, emociones, sentimientos, valores. Situación que me impulsó a llevar a cabo un trabajo de reconstrucción exhaustivo e importante, para intentar diferenciar a unos conceptos de otros, dentro del entramado de la «materialidad afectiva», hecho que me permitió, a su vez, analizar el vínculo de la afectividad con el cuerpo y el lógos, y fundamentalmente, con la inteligencia. En consecuencia, esto nos conecta con una de las áreas de vacancia y con la originalidad concreta de esta tesis que procura aportar orden a las discusiones que se han desarrollado en torno del «giro afectivo» ( Alí y Giazú 2013, 2014; Greco y Stenner, 2008; Black-man y Cromby, 2007; Macón 2013) donde aparecen indistinciones y -cuándo no- oposiciones entre las nociones de «afecto» y de «emoción»; y claridad, respecto de los «contínuums» discursivos que se enmarcan sobre la base de lo emocional y/o de lo afectivo. Por otra parte, el objetivo propedéutico de esta tesis consiste en conocer las derivas y la potencia de nuestras fuerzas afectivas y como éstas están vinculadas a nuestra práctica y a nuestras formas de pensamiento, para conocernos mejor y actuar en consecuencia, sobre la base de una ética y una estética –aísthesis- de la existencia basada en la vida plena en comunidad.

Por este motivo, parto de considerar que la afectividad se encuentra intrínsecamente ligada al conocimiento y en un doble aspecto: subjetivo y psicogenético. Es decir, si bien es innegable que los afectos forman parte de la vida activa del hombre, no resulta tan claro el papel originario que los afectos ocupan en la construcción de esa vida en su dimensión subjetiva, práctica y cognitiva. De ahí que el foco de esta tesis esté puesto en la siguiente premisa: que la afectividad resulta ser una instancia inicial del desarrollo y de la conformación de la subjetividad. Por consiguiente, esto se vincula con otro de los objetivos, con la apuesta en pensar la promoción del desarrollo de la inteligencia y la educación emocional y afectiva a partir de la implementación de un método de trabajo aúlico especial diseñado para tal fin. Ya que la idea es intentar formar a los niños y niñas para que vayan adquiriendo un tipo de conocimiento explícito sobre el lugar que ocupan los afectos y las emociones en su forma y dinámica de vida. Para los romanos, la escolarización primaria era parte del pasado que había que desterrar, pues estaba cargado de errores y deformaciones, por eso, la misión de la psicagogia era enseñarles en su adolescencia y adultez a transformar los hábitos y las actitudes que los alejaban del correcto «cuidado de sí». Pero si la escolarización primaria masiva se ocupara de llevar a cabo una formación afectiva explícita –mediante un tipo de contenido curricular específico-, a futuro no cabría la necesidad de tener que enmendar o psicoanalizar «aspectos del pasado». Se trata entonces de producir otro tipo de encuentro entre la Filosofía, la Psicología, el Psicoanálisis y la Epistemología. Que fruto de la interdisciplina surja otra mirada formativa, otro tipo de subjetividad, bajo la mirada propia que se entreteja desde las Ciencias Sociales. De esto se desprende también, otra de las intenciones de esta tesis: volver a Piaget. No sólo porque la teoría epistemológica piagetiana es la que aún tiene incidencia en la formalización de la currícula escolar, sino también porque a partir de ella aún se estudia la formación, la integración y la dinámica de las estructuras de conocimiento y los mecanismos cognitivos que intervienen en toda secuencia de enseñanza-aprendizaje. Asimismo, la revisitación de la teoría de Piaget sobre la base de este entramado epistemológico y teórico también constituye un aporte significativo, así como también la propuesta en torno de las características de la inteligencia afectiva y el desarrollo de un método de trabajo aúlico integral apuntalado en la singularidad. En efecto, los resultados se encuentran directamente vinculados a la incidencia que esta reconstrucción y propuesta pueda llegar a tener en el terreno de lo público y lo pragmático –en tanto política educativa- y en el terreno de la teoría social y psicológica, sobre todo teniendo en cuenta los avances de un tiempo a esta parte, de proyectos de Ley sobre Educación Emocional que se basan en una postura dual y reduccionista del enfoque emocional, hecho que, justamente, esta Tesis intenta deconstruir y develar.

En octubre de 1975 tuvo lugar el famoso debate efectuado entre Jean Piaget y Noam Chomsky en el castillo de Royaumont, Paris. Cuarenta y un años después de este suceso, resulta interesante recuperar parte de lo discutido en aquel entonces a la luz de las investigaciones posteriores desplegadas dentro del campo de la Gramática Generativa y la Teoría del Desarrollo en lo que respecta al vínculo entre el pensamiento y el lenguaje. Es así que se pondrán en discusión los aportes de la Gramática Generativa de Chomsky-junto con las ideas de Jerry Fodor-y la Teoría del Desarrollo –encarnándose en la perspectiva neo-piagetiana de Annette Karmiloff-Smith. Dos tipos de perspectivas que intentan saldar, a su manera, la dicotomía analítica «mente/cuerpo» que inaugura Descartes y que ha atravesado el abordaje teórico de la relación «lenguaje-pensamiento». En consecuencia, el tratamiento que cada uno de estos autores le otorgue a esta problemática, también formará parte del recorrido propuesto por este trabajo.

Abstract

In October 1975 took place the famous discussion between Jean Piaget and Noam Chomsky in the castle of Royaumont, Paris. Forty years after this event, it is interesting to recover some of what was discussed at that time in the light of further research deployed in the field of genera-tive grammar and the Theory of Development with regard to the link between thought and language. So, we will put under discussion the contributions of Chomsky's generative grammar-along with the ideas of Jerry Fodor-and the Theory of Development –from the neo-piagetian perspective of Annette Karmiloff-Smith. Two types of prospects who try to settle in their own way, the analytical dichotomy "mind / body" which was opened by Descartes and has crossed the theoretical approach of "language-thought" relationship. Consequently, the treatment that each of these authors granted to this problem, form part of this work.

Livro que aborda vários temas no âmbito da Psicologia da Educação: as teorias desenvolvimentistas de Piaget e Vygotsky, o desenvolvimento do raciocínio moral, o desenvolvimento psicossocial do adolescente, as principais teorias da aprendizagem e da instrução e ainda estratégias de aprendigem, indisciplina na sala de aula, transferência de conhecimentos...

The article presents an almost unfamiliar idea of Piaget. Starting from his critical reflections upon the genesis of the specific conceptions in children towards the “attachment to the homeland” and the openness to the foreigners, Piaget discusses how it may be possible to develop in the future progressives forms of identity and reciprocity which can support the attitudes of being open to the other. With his studies, carried out between 1921 and 1925, Piaget deepened the topic of the relationship about the moral and the intellectual education, evidencing that an attitude of great openness towards the other must lead to overcome the child's egocentrism through a gradual process of decentralization. Piaget anticipates therefore current discussions about alterity.

A presente pesquisa explora o tema da criatividade ao longo da trajetória intelectual de Piaget e Vigotski. Trata-se de um estudo teórico no qual foi utilizada a análise comparativa como procedimento metodológico. A evolução do problema da criatividade ao longo de suas obras e a síntese conceitual extraída das formulações permite a defesa de três argumentos fundamentais: a) a ocorrência de autocrítica que os levou a uma reformulação em suas teorias, com repercussão para o tema da criatividade; b) a concordância sobre a criação como um problema das idades psicológicas; e c) a discordância quanto ao papel da linguagem para a originalidade criativa. A reformulação teórica feita por Piaget se deu logo no início de sua carreira e consistiu no rebaixamento da importância da linguagem para a origem da atividade intelectual e criativa. Desde então, o acontecimento psicológico que explica a originalidade deixa de contar com a participação diretiva e decisiva de algo externo ao próprio mecanismo de adaptação da vida. Embora em seus últimos trabalhos reconheça as iniciativas engenhosas conquistadas pelo pensamento lógico-formal na idade da adolescência, Piaget entende que o processo funcional e biopsíquico de equilibração, alimentado pelas ações do sujeito, possui maior força explicativa para a compreensão da originalidade, que é a principal característica da criação. Já a autocrítica realizada por Vigotski o levou a explicar a criação, em seus últimos trabalhos, no interior da dinâmica psicológica das idades, defendendo a ideia de que a imaginação criativa é uma neoformação, um produto de saltos qualitativos do desenvolvimento que é impulsionado e orientado pela situação social. Segundo essa abordagem, a adolescência é a idade psicológica em que ocorre a integração de forma consciente dos interesses, do desenvolvimento intelectual e da fantasia. Para Vigotski, apenas com essa conexão se inaugura a autêntica originalidade criativa.

One of the most important developmental stages children progress through and one of which we sometimes take for granted, is learning to speak language.  Children begin to speak not long after they are born and continue to develop this highly complex skill to communicate. Children are very intelligent; in fact most children can speak before walking and master many language elements in infancy (Sigelman & Rider, 2009)

In this essay I describe my own developmental experience of learning to speak a language and provide an overview of two well-known developmental theories, J.Piaget’s Cognitive Developmental theory and Albert Bandura’s Social Cognitive Theory, approaches to human development.  These two approaches I have analysed in relation to my developmental milestone.

Both theorists explain human development occurs through an interaction of ‘Nature/Nurture’, a well debated concept after overwhelming research showed people are not born a ‘blank slate’ as once believed, shaped entirely by the environment, but genes are inherited through parents which then interact with the environment, making humanity a product of both biological and environmental factors (Bandura, 1989, Huitt & Hummel, 2003).

I explain differences between the two theorists, both of which contribute well-researched experimental and scientific work in lifespan development and my essay concludes that when learning language the environment influenced me more than a biological predisposition.  Ultimately my research shows environment has the largest impact on how well and how soon people learn to communicate through language.

Defining the scope of sport psychology requires an updated understanding of the relationship between “body” and “mind” within the framework of cognitive science.
Embodied cognition theory offers a new approach to this relationship, one that rejects the assumptions of classical cognitivism and emphasizes the idea that mental functions are shaped by the material and temporal details of their bodily implementation. This theory resonates deeply with influential doctrines in developmental psychology and ecological psychology that paved the way to the foundation of sport psychology. The strong theoretical link between ecological approach and embodied mind theory is testified by the preeminence of Gibson’s notion of affordance in many of the chapters included in this collection. Sport psychology research has always dwelled on the themes, the notions, and the models of embodied cognition theory. Embodied cognition, in turn, has often found the most striking confirmations of its theoretical claims in the psychological accounts of sport performance and athletic skill. Due to the communal theoretical root of these two disciplines, an explicit integration of their respective philosophies would allow them to share a mutually beneficial experience of scientific investigation and critical reflection while affirming their irreducible specificity and their distinctive backgrounds.

Neo-Piagetian theories of cognitive development emerged as attempts to preserve core theoretical and empirically supported aspects of Jean Piaget's seminal theory of intellectual development while addressing criticisms leveled against the theory. Neo-Piagetian theories preserve three basic ideas from Piaget's theory: (1) the unit of cognitive analysis is the scheme or psychological structure; (2) psychological structures undergo qualitative transformation over time; and (3) higher order structures develop through the differentiation and coordination of lower level structures. After a brief discussion of similarities and differences among prominent neo-Piagetian theories, one representative approach (dynamic skill theory) is discussed in depth. The discussion concludes with a description of recent advances in neo-Piagetian systems theory.

Chapter 3 of the book Arievitch, I. M. (2017). "Beyond the Brain: An Agentive Activity Perspective on Mind, Development, and Learning". Rotterdam/Boston: Sense Publishers.
The book outlines a fundamental alternative to the rising wave of aggressive biological reductionism and brainism in contemporary psychology and education. It offers steps to achieving a daunting and elusive goal: constructing a coherently non-reductionist account of the mind. The main obstacle to such a construction is identified as the centuries-old contemplative fallacy that leads to entrenched dualisms and shackles major theoretical frameworks. The alternative agentive activity perspective overcomes this fallacy by advancing the core principles of the cultural-historical activity theory. This innovative perspective charts a consistently non-mentalist and non-individualist view of psychological processes without discarding the individual mind. A vast body of research and theories, from Piaget and Dewey to sociocultural and embodied cognition approaches are critically engaged, with a special focus on Piotr Galperin’s contribution. The notion of the embodied agent’s object-directed activity serves as a pivotal point for re-conceptualizing the mind and its role in behavior. In a radical departure from both the traditional mentalist and biologically reductionist frameworks, psychological processes are understood as taking place “beyond the brain” – as constituted by the agent’s activities in the world.  From this standpoint, many of Vygotsky’s key insights, including semiotic mediation, internalization, and cognitive tools are given a fresh scrutiny and substantially revised. The agentive activity perspective opens ways to offer a bold vision for education: developmental teaching and learning built on the premise that real knowledge is not “information storage and retrieval” and that education is not about “knowledge transmission” but instead it is about developing students’ minds.
Publisher’s product page with Table of Contents and free preview of Chapter 1 (Introduction): https://www.sensepublishers.com/catalogs/bookseries/bold-visions-in-educational-research/beyond-the-brain/

<< Introduction >> This work is focused from the point of view of behaviors, from material actions to operations. For Jean Piaget, Awareness constitutes behavior in itself, he explains: "there is no uncontested dichotomy of principle between behavior and consciousness", as I understood, it means that there can be no behavior without consciousness. Consciousness "taking" consists of building it on different levels, as more or less integrated systems. In psychoanalysis according to him, he is faced with the "question of catharsis". Piaget deduces that: "If the notion of cause is born of the own action, the causal structures are deeply transformed according to the degrees of the conscious conceptualization that modifies that action", according to how I understand what he said was: if the notion of cause is born from acting, causal structures are transformed when you think about how to act. The initial psychomorphism of physical causality, as well as the subsequent attribution of the operative mechanisms to the objects themselves, constitute essentially unconscious inferential processes. These studies are concerned with examining what the subjects' conceptualisms are when they refer no longer to any physical situations, but to effects that depend entirely on the child's actions and his practical intelligence. How is the child aware of his own actions? , which warns of the regulations that they testify, whether it is more or less automatic sensorimotor regulations or more active arrangements with a choice of means among various possibilities. Secondly, to know if that causality of own action is clearer or more quickly understood that the causal relationships between objects as such. << Walking on all fours. >> One general hypothesis to be verified is that: awareness is a function of active settings (sic) involving more or less intentional choices, and not of a more or less senso-motor type. (It seems to me that in order to better understand the reading it is necessary to know what an active setting is.) To verify this, a child is asked to crawl and then verbally explain how he did it. After that, they are made to show the movements he imagines with a bear. << The IA level >> The first subjects of the IA level (four years and, in some cases delayed, up to seven)<<Introducción>> Esta obra esta enfocada desde el punto de vista de las conductas,de las acciones materiales a las operaciones. Para Jean Piaget la Toma de conciencia constituye en sí misma una conducta,explica: "no hay dicotomía sin oposición de principio entre comportamiento y conciencia",según entendí, quiere decir que, no puede haber comportamiento sin conciencia. La "toma" de conciencia consiste en construirla en diferentes niveles, como sistemas más o menos integrados. En psicoanálisis según él, se le encuentra con la "cuestión de catarsis". Piaget deduce que: "Si la noción de causa nace de la acción propia, las estructuras causales son profundamente transformadas según los grados de la conceptualización consciente que modifica esa acción", según como lo entiendo lo que dijo fue: si la noción de causa nace del actuar, las estructuras causales se transforman cuando piensas en cómo actuar. El psicomorfismo inicial de la causalidad física, así como la atribución ulterior de los mecanismos operatorios a los propios objetos, constituyen procesos inferenciales esencialmente inconscientes. A estos estudios les importa examinar lo que son los conceptualismos de los sujetos cuando se refieren no ya a situaciones físicas cualesquiera, sino a efectos que dependen enteramente de las acciones del niño y de su inteligencia práctica En qué es consciente el niño de sus propias acciones, lo que advierte de las regulaciones que ellas atestiguan, ya se trate de regulaciones senso-motoras más o menos automáticas o de arreglos más activos con elección de medios entre varias posibilidades En segundo lugar saber si esa causalidad de acción propia es más clara o más rápidamente comprendida que las relaciones causales entre los objetos como tales. <<El andar a gatas.>> Una las hipótesis generales que se quiere verificar es que: la toma de conciencia es función de reglajes activos(sic) que comportan elecciones más o menos intencionales, y no de tipo senso-motor más o menos automáticas.(Me parece que para poder entender mejor la lectura es necesario saber qué es un reglaje activo.) Para comprobarlo, se le pide a un niño que ande a gatas y luego explique verbalmente cómo lo ha hecho. Después de eso, se le hacen mostrar los movimientos que él imagina con un osito. <<El nivel IA>> Los primeros sujetos de el nivel IA (cuatro años y, en algunos casos retardados, hasta los siete)

https://www.learningclassesonline.com/2019/08/piaget-theory.html --- jean piaget,preoperational stage, concrete operational stage, sensorimotor stage, formal operational stage, piaget stages of development
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Who is Jean Piaget?
Contribution of Piaget In Psychology and Cognitive Development
Piaget's steps of cognitive development theory
Components of Piaget's Cognitive Theory
Piaget Cognitive Proces
Piaget Stages of Development
Brief summary of all the four stages
Detailed explanation of all the four stage
Meaning of key terms
Cogntive Development
Schema
Assimilation
Accomodiation
Equilibrium
Metacognition
Object Premanence
Experiments of Jean Piaget with examples
Criticism of Piaget's Theory
How to apply Piaget's view in the Classroom
Educational Implications
Strenght's of Piaget's Theory

In the current models of cognitive development some phenomena cannot be categorized: self-actualizing people (Maslow), Buddhism and Taoism. Using Piaget´s genetic epistemology we can argue that the human cognitive system is not flexible enough to cope with the fundamental changes in structure of the need-satisfying actions (infant/adult) without adaption delays. In this article the process of cognitive new-adaptation with all related effects is described as the initiation process. Four thought-forms are introduced and derived from the hypothesis, with which it is possible to categorize the phenomena mentioned above. The initiation process is an independent side effect of ontogenesis and therefore requires a new definition for intelligence.

Resumo Por que teorias filosóficas parecem ser tão reais aos filósofos que as propõem? Por que, mesmo se apresentando como reais aos seus autores, existe uma grande diversidade de teorias filosóficas? Quais seriam, pelo menos em linhas gerais, as estruturas necessárias ao conhecimento filosófico? Na medida em que a Epistemologia Genética se constitui como uma teoria do conhecimento que estuda as estruturas necessárias ao conhecimento, seria importante que, a partir dos estudos e pesquisas nessa área, buscasse-se responder a tais questões. O objetivo deste artigo é discutir, em linhas gerais, como o Modelo do Sistema de Esquemas de Operações sobre Símbolos e Signos (MoSEAOSS), introduzido por Tassinari (2014), explica a possibilidade do conhecimento filosófico e, nesse sentido, responder a tais questões. O MoSEAOSS foi elaborado a partir de alguns dos principais resultados teóricos e experimentais a que chegaram Jean Piaget, suas colaboradoras e seus colaboradores, articulando-os em uma visão sistêmica, sistemática e sintética. Trata-se aqui de uma discussão teórica envolvendo os conceitos fundamentais do MoSEAOSS e resultados das Epistemologia e Psicologia Genéticas. Mediantes as razões apresentadas a partir do MoSEAOSS, mostra-se que sempre existe a possibilidade de uma grande diversidade de teorias filosóficas e cada uma delas aparenta ser real ao filósofo que a propõe. A razão principal é que a coordenação de seus esquemas de ações e operações sobre símbolos e signos constituem o real para ele, ou ainda, as diversas teorias filosóficas determinam operações sobre signos (envolvendo significações teóricas) que coordenam os esquemas de operações sobre símbolos (em especial, sobre imagens mentais), regulando as possibilidades de imaginação, e, consequentemente, as possibilidades dos comportamentos atribuídos aos objetos e às suas próprias ações. Conclui-se, pois, que o sistema de esquemas de ações e operações sobre símbolos e signos se constitui em uma estrutura necessária, não apenas ao conhecimento científico, mas também ao fazer e conhecer filosóficos. Por fim, os resultados obtidos possibilitam introduzir a descentração epistêmica como à visão filosófica que compreende e explica a existência de diversas teorias e visões filosóficas e científicas possíveis, bem como de diferentes realidades, construídas devido a elas. Nesse sentido, a descentração epistêmica se mostra como um estágio superior das formas de compreensão do real e, seria o cume das diversas formas de descentrações estabelecidas por Piaget, suas colaborado- ras e seus colaboradores.

Mascolo, M. F. & Fischer, K. W. (2008).  Developmental psychology: Unified theories.  To appear in Jantzen, (Ed.) Disability, Education and Participation (Behinderung, Bildung, Partizipation), Volume 7, Developmental and Learning (Entwicklung und Lernen) (Volume Editor, G. Feuser).  Stuttgart, Germany: Kohlhammer-Verlag (in German).

Tese de Livre-Docência defendida no Concurso Público para obtenção do título de Livre-Docente em Lógica, Teoria do Conhecimento e Filosofia da Ciência, na Faculdade de Filosofia e Ciências da UNESP. A Tese sistematiza alguns dos resultados de meus estudos e pesquisas desde 2014 a 2014.

During the adolescent years of a person, many changes happen in their biological, emotional, behavioral and even cognitive selves. This insight paper aims to discuss the problems faced by the Filipino youth and its causes, the role of developmental psychology in helping the youth face individual struggles, and whether these problems are expected in their developmental milestones.

In partial fulfillment of the requirements of the course: Developmental Psychology.

Chapter 5 of the book Arievitch, I. M. (2017). "Beyond the Brain: An Agentive Activity Perspective on Mind, Development, and Learning". Rotterdam/Boston: Sense Publishers.
The book outlines a fundamental alternative to the rising wave of aggressive biological reductionism and brainism in contemporary psychology and education. It offers steps to achieving a daunting and elusive goal: constructing a coherently non-reductionist account of the mind. The main obstacle to such a construction is identified as the centuries-old contemplative fallacy that leads to entrenched dualisms and shackles major theoretical frameworks. The alternative agentive activity perspective overcomes this fallacy by advancing the core principles of the cultural-historical activity theory. This innovative perspective charts a consistently non-mentalist and non-individualist view of psychological processes without discarding the individual mind. A vast body of research and theories, from Piaget and Dewey to sociocultural and embodied cognition approaches are critically engaged, with a special focus on Piotr Galperin’s contribution. The notion of the embodied agent’s object-directed activity serves as a pivotal point for re-conceptualizing the mind and its role in behavior. In a radical departure from both the traditional mentalist and biologically reductionist frameworks, psychological processes are understood as taking place “beyond the brain” – as constituted by the agent’s activities in the world.  From this standpoint, many of Vygotsky’s key insights, including semiotic mediation, internalization, and cognitive tools are given a fresh scrutiny and substantially revised. The agentive activity perspective opens ways to offer a bold vision for education: developmental teaching and learning built on the premise that real knowledge is not “information storage and retrieval” and that education is not about “knowledge transmission” but instead it is about developing students’ minds.
Publisher’s product page with Table of Contents and free preview of Chapter 1 (Introduction): https://www.sensepublishers.com/catalogs/bookseries/bold-visions-in-educational-research/beyond-the-brain/

En este libro se argumenta que el Yo no es una ilusión y que se desarrolla cognitiva-afectivamente en su relación con el exterior; pero que no es tan libre como se argumenta en la actualidad, por la ideología del individualismo. El Yo interactúa con la situación específica y se redefine en función de la misma, de modo que es flexible y cambiante. Y bajo ciertas condiciones surge un Yo colectivo que anula las características psicológi- cas de los distintos Yos ́ individuales, y que define la conducta social. Así que la situación define, a veces parcial y a veces totalmente, la conducta del Yo, de modo que no es tan libre. Hay Yos ́ más manipulables y otros menos. La historia de pertenencia del infante es decisiva en la seguridad de la personalidad del adulto. La libertad psicológica tiene que ver mucho con la calidad de la relación emocional que recibimos de nuestra madre los primeros doce meses.

No clear relationships have been drawn between Piaget’s concept of formal operation reasoning and neuropsychological models of brain function such as left-right hemisphere specialization.  At least one popular science educator suggests that formal reasoning is solely a left-hemisphere function and fails to tap aptitudes for right hemisphere intuitive and metaphoric thought.  On the other hand, Piaget’s writings describe the “structured whole” and the need for “all possibilities” in a way that suggests that formal reasoning indeed requires right as well as left hemisphere functions.
An EEG alpha coherence index of F3F4 + F3C3 + F4C4 - O1O2 (FLR-O index) was measured on 58 college students during a “standard cognitive state,” Transcendental Meditation (TM). Greater mean FLR-O indexes were found for groups scored formal on three clinically administered tasks: Shadows (testing for quantitative proportional reasoning), Correlations, and Chemicals Combinations. The group scored formal on the Communicating Vessels tasks, a test of the INRC group schema, demonstrated significantly greater (p ≤ .05) FLR-O index than the non-formal group. As expected,  significantly more males passed the Shadows task than females.  Surprisingly, no significant interaction was found between gender and task on the FLR-O index or any of the individual derivations.
These results give weak but positive support for the hypothesis. However, additional support was found when studying the neuropsychological correlates of a formal operational “stage.” Subjects failing all four tasks were considered to lack the logical relations characteristic of the formal stage. Fail group subjects measured less on the FLR-O index than subjects who passed at least one of the tasks (p = .0558, and p = .050 when adjusted for age and gender). These results lend credence to the hypothesis that formal reasoning is a “whole-brain” activity.
In a speculating on neuropsychological theory of equilibration and development of formal reasoning, I suggest that improvement in frontal executive control enhances pre-attentive orientation towards a task and simultaneous pre-attentive habituation to distraction. This dual process supports accomodation and permits the cycle of differentiation and integration to continue unimpeded leading, ultimately, to formal operational reasoning. I suggest that EEG alpha anterior coherence represents temporal and spatial coordination that supports improved information transfer and global brain functioning.

Маугли, герой знаменитой книги писателя Киплинга, был брошен родителями и воспитывался в лесу, в стае волков. Несмотря на это, он научился говорить (пусть на языке зверей), понимать и сопереживать другим – иными словами, стал человеком. К сожалению, эта красивая история никогда не могла бы стать правдой – социальная наука говорит нам о том, что только человек, а точнее человеческое общество, может превратить кричащего и плачущего младенца в человека. Но как это происходит? Как мы учимся говорить, мыслить понимать других – и себя? Почему, не зная друг друга лично, мы обладаем похожими представлениями о том, что такое хорошо и что такое плохо? Почему то, что нам кажется естественным, кажется странным и удивительным людям, выросшим в других странах или в другие времена, иными словами, в других обществах? Зачем мы кооперируемся друг с другом в группы, создаем семьи, школы, государства? Что значит, что «общество» сделало нас теми, кто мы есть? Что такое это «общество» - родители, учителя, друзья, институты образования, государственные чиновники? Иными словами, кто и как нас воспитывает?
Этот курс предложит ответы на эти и многие другие вопросы. Он посвящен тому, как индивид становится частью общества, процессу, который социальные ученые называют «социализацией». В первой части курса мы рассмотрим разные способы, с помощью которых объясняли этот процесс ученые – социологи, психологи, антропологи, историки. Во второй части мы поговорим не просто о социализации, но о воспитании и педагогике: например, означает ли воспитание всегда принуждение или возможно «свободное» воспитание? Почему нас все время «дисциплинируют» при воспитании, хорошо это или плохо? Всегда ли принуждение/дисциплина, с одной стороны, и свобода, с другой стороны, противостоят друг другу, или дисциплина и свобода могут оказаться двумя сторонами одной медали?
В самом конце мы коротко затронем проблему политической социализации – как люди, в основном, дети и подростки, представляют себе государство и власть, как они становятся активными гражданами, и как взрослое общество реагируют на политическое участие детей.

'Varieties of Psychological Inquiry' consists of twenty-five essays (distributed across two volumes) that venture into various facets of psychology - ranging from: Freud. Jung and Sullivan, to: Piaget, Sheldrake, and beyond. Among the topics explored are: Anxiety, dissociation, abuse, charisma, developmental psychology, the 'God gene', SSRIs, memory, chronobiology, neurobiology, consciousness, and holographic theories of mind. While no particular theory of psychology is espoused during the pages of this two volume work, a variety of theoretical and empirical issues are critically explored and reflected upon in considerable detail. In a sense, the direction in which the essays of this book point is toward epistemological horizons where what is known (possibly) seeks to merge with what is not, yet, known.

Using a dual neurocognitive systems framework, Piaget’s ideas are elaborated to allow for executive processes and post formal thinking. Developing imagination, emotional expression, and creativity through the ‘arts’ should not be seen as educational luxuries that are to be argued for in terms of philosophical ideals, rather, they should be seen as important for mental health, and essential aspects of nurturing the psyche in accordance with its evolving biological nature.

Savremeni autori naglašavaju važnost sagledavanja porodice kao specifičnog obrazovnog konteksta i izučavanja njene uloge u kognitivnom razvoju. U radu je testiran model kojim se postulira način na koji različiti vidovi roditeljskog posredovanja i razna porodična kulturno-potporna sredstva deluju na razvoj formalnih operacija. Pretpostavili smo da obrazovanje roditelja i materijalni status porodice čine širi kontekst koji utiče na generalne dimenzije porodične interakcije (emocionalna razmena i demokratičnost), ali i na kulturno-pedagoški status porodice, te da je njihova veza sa formalnim operacijama posredovana pomenutim varijablama. Očekivali smo da obrazovanje roditelja i generalne dimenzije porodične interakcije utiču na roditeljsku medijaciju specifičnu za razvoj formalnih operacija, operacionalizovanu KPS skalom, i da preko ove varijable posreduju razvoj tog oblika mišljenja. Direktna veza s formalnim operacijama postulirana je u slučaju varijabli kulturno-pedagoškog statusa i KPS skale. Uzorak čini 305 učenika od 15 do 19 godina. Za testiranje postuliranog modela korišćen je metod strukturalnih jednačina. Rezultati pokazuju da postoji direktan uticaj kulturno-pedagoškog statusa i KPS skale na formalne operacije, ali i obrazovanja majke. Neki odnosi ostalih prediktora su potvrđeni a neki ne, što sugeriše da predloženi eksplanatorni model mora biti donekle revidiran.

Η μαθησιακή διαδικασία από την οπτική της εμπειρικής μάθησης –έτσι τουλάχιστον όπως παρουσιάζεται βιβλιογραφικά στην εκπαίδευση ενηλίκων– σχετίζεται περισσότερο με τη διαδικασία προσαρμογής στο περιβάλλον και της εσωτερίκευσης εμπειριών με στόχο τη δημιουργία γνώσης, σε αντιπαραβολή με το περιεχόμενο της παρεχόμενης γνώσης και τα αποτελέσματα της στην ανθρώπινη συμπεριφορά, ενώ προσεγγίζεται περισσότερο ως λειτουργία μετασχηματιστική. Στη συγκεκριμένη θεωρητική μελέτη ο στόχος είναι η παρουσίαση και συγκριτική αποτίμηση του όρου «εμπειρική μάθηση» μέσα από τις προσεγγίσεις των Lewin, Dewey, Piaget και Kolb. Με αφετηρία τις βασικές τους αρχές, στην παρούσα μελέτη γίνεται παρουσίαση του τρόπου προσέγγισης της εμπειρικής μάθησης εξελικτικά και του τρόπου συσχέτισής της με τη μάθηση γενικότερα και στη συνέχεια γίνεται μία συγκριτική θεώρηση των τεσσάρων προσεγγίσεων με στόχο την αποτύπωση των βασικότερων ομοιοτήτων και διαφορών τους. Η συγκεκριμένη εργασία καταλήγει στο συμπέρασμα πως η διαδικασία μάθησης από την οπτική της εμπειρικής μάθησης, έχει τα ακόλουθα βασικά χαρακτηριστικά: πρώτον, είναι μια διαδικασία που επικεντρώνεται κυρίως στην προσαρμογή και στη δημιουργία˙ δεύτερον, πρόκειται για μια μετασχηματιστική και ανα-μετασχηματιστική διαδικασία παραγωγής γνώσης˙ τρίτον, πρόκειται για μια διαδικασία που επαναπροσδιορίζει την αξία της ανθρώπινης εμπειρίας και τέλος, πρόκειται για μία διαδικασία που για να γίνει κατανοητή απαιτείται η προηγούμενη κατανόηση της φύσης της γνώσης. Πρόκειται επομένως για μια σύνθετη διανοητική διαδικασία προσαρμογής.

I summarise Robert Audi's 'Moral Perception.' I concede that there is such a thing as moral perception. However, moral perceptions are culturally-relative, which refutes Audi’s claims that moral perception may ground moral knowledge and that it provides inter-subjectively accessible grounds which make ethical objectivity possible. Audi's attempt to avoid the refutation tends to convert rational disputes into ad hominem ones. I illustrate that with the example of the ethics of prostitution.