G. Brown – författare

This volume contains the proceedings of the conference ''Jean Piaget (1896-1980): A British Tribute - The Continuing Debate'', held at Brighton Polytechnic on 22-23 May 1981. The collection of papers goes beyond a particular event which took place at a specific time. It stands on its own as a sustained inquiry as to how Piaget''s theory is seen in relation to a range of areas of knowledge. Pairs of academics from various disciplines who have worked on aspects of Piagetian theory engaged in ''for and against'' debates. The scope of the volume is therefore interdisciplinary.

This volume contains the proceedings of the conference ''Jean Piaget (1896-1980): A British Tribute - The Continuing Debate'', held at Brighton Polytechnic on 22-23 May 1981. The collection of papers goes beyond a particular event which took place at a specific time. It stands on its own as a sustained inquiry as to how Piaget''s theory is seen in relation to a range of areas of knowledge. Pairs of academics from various disciplines who have worked on aspects of Piagetian theory engaged in ''for and against'' debates. The scope of the volume is therefore interdisciplinary.

This book was first published in 1979. The authors'' examinePiaget’s Theory starting by considering and commenting on the kinds of question one must ask of a scientific theory. None of the questions demands an absolute answer. Theories are judged in some respects with reference to competing theories. In other respects they are judged against our sense of scientific progress. In subsequent chapters the authors’ look at Piaget''s theory in detail with such issues in mind. They also endeavour to locate Piaget''s theory in the context of other views of intellectual development. In that section we focus on the issue we first nominated, that is the problem of making choices about the kinds of question to ask and the kinds of data to select.

This book was first published in 1979. The authors'' examinePiaget’s Theory starting by considering and commenting on the kinds of question one must ask of a scientific theory. None of the questions demands an absolute answer. Theories are judged in some respects with reference to competing theories. In other respects they are judged against our sense of scientific progress. In subsequent chapters the authors’ look at Piaget''s theory in detail with such issues in mind. They also endeavour to locate Piaget''s theory in the context of other views of intellectual development. In that section we focus on the issue we first nominated, that is the problem of making choices about the kinds of question to ask and the kinds of data to select.