让·皮亚杰
知识既不是天生的，也不是从世界复制来的，而是由认识者通过协调成越来越普遍的结构的行动建构起来的；儿童经历思维的各个阶段，对成人规则的服从让位于合作与相互尊重的道德。
定位
日内瓦的瑞士心理学家和认识论学者：儿童主动地建构知识，经历从感知运动行动到形式思维的各个阶段；他的“发生认识论”追问知识的范畴——对象、数、因果、道德规则——如何在个体发展和科学史中产生。
核心思想
- 发生认识论
- 认知发展的阶段
- 同化与顺应
- 儿童的道德判断
影响
受影响于 2
伊曼努尔·康德
受其影响 ✓
Piaget kept Kant’s necessary categories but held that they are constructed in development, not given, a position he described as a dynamic Kantianism (Introduction à l’épistémologie génétique, 1950). J. Piaget, Introduction à l’épistémologie génétique (1950); Sagesse et illusions de la philosophie (1965)
依据: 亦见于 Wikidata · Wikidata
伊曼努尔·康德 › 1724–1804
亨利·柏格森
受其影响
Piaget recalled that reading Bergson’s L’Évolution créatrice as a youth made him seek a biological explanation of knowledge, the programme of his genetic epistemology (Autobiography, 1952). J. Piaget, “Autobiography”, in E. G. Boring et al. (eds.), A History of Psychology in Autobiography, vol. IV (1952); H. Bergson, L’Évolution créatrice (1907)
依据: AI 草稿
亨利·柏格森 › 1859–1941
影响了 2
托马斯·S. 库恩
影响了 ✓
Kuhn named Piaget’s studies of the successive worlds of the growing child among the sources of his idea of scientific revolutions (Structure of Scientific Revolutions, 1962, preface). T. S. Kuhn, The Structure of Scientific Revolutions (1962), preface; SEP “Thomas Kuhn”
托马斯·S. 库恩 › 1922–1996
尤尔根·哈贝马斯
影响了 ✓
Habermas modelled the development of moral consciousness, and in part social evolution, on Piaget’s developmental logic and Kohlberg’s stages (Moralbewußtsein und kommunikatives Handeln, 1983). J. Habermas, Moralbewußtsein und kommunikatives Handeln (1983); Zur Rekonstruktion des Historischen Materialismus (1976); J. Piaget, Le jugement moral chez l’enfant (1932)
尤尔根·哈贝马斯 › 1929–2026
批评
受批评于 2
列夫·维果茨基
受其批评
Vygotsky argued against Piaget that children’s egocentric speech does not fade away but turns into inner speech, so development runs from the social to the individual (1934). L. S. Vygotsky, Myshlenie i rech’ (Thinking and Speech, 1934), ch. 2; J. Piaget, Comments on Vygotsky’s Critical Remarks, 1962
依据: AI 草稿
列夫·维果茨基 › 1896–1934
卡罗尔·吉利根
受其批评
Gilligan objected that Piaget, noting that girls are less legalistic in games, took boys’ development as the norm and girls’ as a deficit (In a Different Voice, 1982). C. Gilligan, In a Different Voice (1982), ch. 1; J. Piaget, Le jugement moral chez l’enfant (1932)
依据: AI 草稿
卡罗尔·吉利根 › 1936年生
作品
立场
Piaget is on the map as the founder of genetic epistemology: the attempt to answer questions of the theory of knowledge – how is knowledge of objects, number, space, time, causality or moral rules possible? – by studying how this knowledge develops in children and in the history of science. Knowledge, on his account, is neither innate nor a copy of the world; the knower constructs it through actions that are coordinated into ever more general structures. Each new experience is assimilated to existing schemes, which in turn accommodate to it, and the search for equilibrium drives development through stages: sensorimotor intelligence, pre-operational thought, concrete operations and formal operations. In “The Moral Judgment of the Child” (1932) he described a shift from a morality of constraint, in which rules come from adults and are held sacred, to a morality of cooperation and mutual respect among peers. He described his position as a kind of Kantianism in motion: the categories are necessary, but they are constructed, not given. His stage theory has been criticised – by Vygotsky for neglecting social and linguistic mediation, by later psychologists for underestimating young children, by Gilligan for taking boys’ development as the norm – but it shaped developmental psychology, education and the cognitive sciences, and Kohlberg and Habermas built on his account of moral development.
生平与背景
Jean Piaget was born on 9 August 1896 in Neuchâtel. As a schoolboy he published papers on molluscs, and he took a doctorate in natural sciences at Neuchâtel in 1918. After studying psychology in Zurich and Paris, where he worked on intelligence tests in Théodore Simon’s laboratory, he became director of studies at the Institut Jean-Jacques Rousseau in Geneva in 1921. He held chairs at Neuchâtel, Geneva, Lausanne and the Sorbonne, directed the International Bureau of Education in Geneva from 1929 to 1968, and in 1955 founded the International Centre for Genetic Epistemology in Geneva, where psychologists, logicians and scientists worked together. Many of his studies drew on observations of his own three children. He died in Geneva on 16 September 1980.
其他主要作品
- Le langage et la pensée chez l’enfant (1923)
- Le jugement moral chez l’enfant (1932)
- La naissance de l’intelligence chez l’enfant (1936)
- La psychologie de l’intelligence (1947)
- Introduction à l’épistémologie génétique (3 vols., 1950)
- L’épistémologie génétique (1970)
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