By D.W. Hamlyn
This quantity examines the various arguments which were recommend through the years to provide an explanation for the best way realizing is acquired. The author looks to start with on the empricist thesis of genesis with no constitution, and secondly on the opposing thought, represented via Chomsky of constitution with out genesis. His maximum sympathy is with the idea of Piaget, who represents constitution with genesis. He considers that Piaget's account is defective, besides the fact that, via its organic version and by way of its failure to deal properly with the matter of objectivity. the second one a part of the publication includes chapters on language, the variations among early and later studying, and on educating. The booklet offers a normal realizing of the rules that give the opportunity, and the variations among the ways that they paintings at diversified phases.
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Additional info for Experience and the growth of understanding (International Library of the Philosophy of Education Volume 11)
The bestknown examples of this sort of thing are to be found in the context of the so-called conservation studies. A liquid poured from a shallow, wide glass into a narrower, tall glass is seen as being of a larger quantity in the latter case than in the former; there is thus no sense of the conservation of volume or mass, and for that reason no proper sense of the identity of things. In the sub-stage of concrete operations there begin to emerge proper concepts associated with operations that have a logic about them: classification, ordering, seriation, and so on.
It is in these terms, for example, that he has criticised Russell’s definition of number, as an attempt to elucidate the concept of number along logical lines. The basis of his criticism is that Russell’s account of that concept does not correspond to the facts about the way in which it emerges in the development of the thought of the individual. Piaget has emphasised that kind of point repeatedly, and it is hard to see that it rests on anything else but a misconception. Whatever Russell was doing in defining the concept of number in terms of class-correspondence, he was not claiming that thinking in terms of the concept of number emerges out of thinking about classes and their correspondence.
It would be impossible to teach someone what colour is and then teach him what red is on that basis. To suppose that one could do so is to suppose that the relations between colour concepts are all, so to speak, linear. To what extent Piaget thinks in this way is not clear. As I noted earlier, he does say that a stage is determined by a whole structure, and it might well seem that the relationship between structures at this level is in fact linear. But the situation is less clear at a less gross level.
Experience and the growth of understanding (International Library of the Philosophy of Education Volume 11) by D.W. Hamlyn