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1 reference
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- Vol 2 TE: App B
developmental psychologydiscovery learningcooperative learningintellectual developmentautonomous inquiryteacher preparationexperimental pedagogyBook Evidence summaryAt a glance
Piaget connects educational reform with evidence about children’s intellectual development. The book combines a historical assessment of education since the mid-1930s with an argument for grounding teaching in developmental psychology and experimental inquiry.
Key ideas
Piaget challenges instruction that treats learners as passive recipients of finished knowledge. He instead emphasizes activity, discovery, cooperation, and tasks suited to the structures of thought children can currently construct. The discussion considers curriculum, teaching methods, examinations, teacher preparation, and the limited progress of experimental pedagogy compared with policy expansion. A recurring claim is that understanding how knowledge develops should inform, but not mechanically dictate, educational practice.
Why it matters
The book’s enduring contribution is its insistence that education should cultivate reasoning, creativity, and autonomous inquiry rather than only transmit established answers, while evaluating methods through systematic evidence about learning and development.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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