The 'social' in Piaget's genetic epistemology

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dc.contributor.authorCourt, Jennifer
dc.date.accessioned2014-04-04T09:36:30Z
dc.date.available2014-04-04T09:36:30Z
dc.date.issued2014-04-04
dc.descriptionThesis (M.Ed.)--University of the Witwatersrand, Faculty of Education, 1999.en_ZA
dc.description.abstractIn opposition to the historically accepted view that Piaget failed to theorise the ‘social’ in his theory of cognitive development this research report shows that the ‘social’ is central to his genetic epistemology and that his conceptualisation of the ‘social’ has interesting implications for educational thinking. Specifically, the report shows that not only did Piaget include the social dimension in his genetic epistemology but that his understanding of the role of the ‘social’ in the development of cognition raises interesting possibilities for future psychological and educational research.en_ZA
dc.identifier.urihttp://hdl.handle.net10539/14505
dc.language.isoenen_ZA
dc.subjectinteractionen_ZA
dc.subjectco-operationen_ZA
dc.subjectsocial exchangeen_ZA
dc.subjectegocentrismen_ZA
dc.subjectpeer interactionen_ZA
dc.subjectgenetic epistemologyen_ZA
dc.subjectPiageten_ZA
dc.subjectconstructivismen_ZA
dc.subjectpsychogenesisen_ZA
dc.subjectsociogenesisen_ZA
dc.subjectsocial relationsen_ZA
dc.subjectcognitive conflicten_ZA
dc.subjectequilibrationen_ZA
dc.subjectlogicen_ZA
dc.subjectmoralityen_ZA
dc.subjectaffectivityen_ZA
dc.titleThe 'social' in Piaget's genetic epistemologyen_ZA
dc.typeThesisen_ZA
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