Literaturnachweis - Detailanzeige
| Autor/in | Tanner, Daniel |
|---|---|
| Titel | Jean Piaget's Debt to John Dewey |
| Quelle | In: AASA Journal of Scholarship & Practice, 13 (2016) 1, (21 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1931-6569 |
| Schlagwörter | Stellungnahme; Child Development; Educational Theories; Educational Philosophy; Developmental Stages; Laboratory Schools; Professional Recognition; Cognitive Development; Cognitive Psychology; Educational Change; Educational Research; Teaching Methods; Reflection |
| Abstract | Jean Piaget became a veritable institution unto himself in education and psychology, largely as the result of his developmental-stage theory advanced over the second quarter of the twentieth century. Not until Piaget was 73 did he make mention of John Dewey's work at Dewey's laboratory school, founded in 1894 at the University of Chicago. But here he made no mention of Dewey's findings on thinking as a maturational growth process marked by distinctive sequential stages, as explicated by Dewey (1899, 1902, 1910, 1933).This article examines the powerful and unmistakable isomorphism between Piaget's and Dewey's stage theory and the mystery of why Piaget never gave recognition to Dewey's seminal work. (As Provided). |
| Anmerkungen | AASA, The School Superintendent's Association. 1615 Duke Street, Alexandria, VA 22314. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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