Piageten Epistemologia Genetikoa

Abstract

The paper begins exposing the stages of the child's psychogenetic development: the sensory-motor stage, the preoperatory stage, the stage of concrete operations, and the stage of formal operations. In this exposition, we point to the parallels among the intellectual, affective and moral developments. Next, we introduce the guiding idea of Piaget's theory, according to which learning is based on construction and not on perception, and we distinguish deduction based on necessity from generalization. Then some cases of parallelism between the psychogenetic stages of the child and the stages of the history of the science —as the theory of the impetus— are exposed. The notions of time, simultaneity, speed and force are also analyzed. Some reflections are done on the epistemology of logic and of mathematics, and regarding the epistemology of space and of geometry, we emphasize the parallelisms found between the psychogenetic evolution and the history of sciences, in relation with the evolution of topologic, projective and Euclidean concepts. We analyze also the influence of paradigms or epistemic frames on the child's cognitive development and on the evolution of thought. The paper concludes with some remarks for the revision of Piaget's theory.