Developmental stages,Piagetian stages in particular: A critical review

Developmental stages in general and Piaget's stages in particular have given rise to considerable controversy. Much of this controversy revolves around the responses that have been given to the following five central questions: (1) Do developmental stages exist? (2) If they exist, where are they? (3) What features define a developmental sequence as a sequence of developmental stages? (4) What psychological processes underlie developmental change? (5) Should we abandon the concept of developmental stages? The main goal of this paper is to present a critical review of such responses, while arguing for a strong conception of development and a “non-received” view of Piaget's theory. After an introduction section, we elaborate on each of the five questions. Finally, we present several reasons why this paper often appeals to Piaget's theory, and why his theory has been greatly misunderstood.     

The Life Space of a Scientist: The Visionary Function and Other Aspects of Jean Piaget's Thinking

This article (a) sketches briefly some systematic aspects of creative work as part of the rationale for the use of the case study method, (b) outlines a spectrum of processes that can be grouped as the 'visionary function,' which includes metaphor and other figures of thought, and (c) illustrates the previous points by examining both Jean Piaget's creative work and his ideas about creative work, drawing on unpublished interviews and other sources. Special attention is given to an example of metaphors and other figures of thought that play important roles in Piaget's thinking. These include the circle of the sciences, nourishment and growth, biology and knowledge, toys, projection, possibilities, incubation, writing as thinking, internal logic, music, morality and structure, adolescent dreamer, ascent, and ascending equilibration.     

From Piaget's Epistemic Subject to Pascual-Leone's Metasubject: Epistemic Transition in the Constructivist—Rationalist Theory of Cognitive Development

The explanation of the transition from one epistemic theory to another is an important part of Piaget's genetic epistemology. It is argued that this epistemic transition leads to a retrodictable orthogenetic tendency toward optimizing equilibration. The objective of this paper is to establish a relationship between Piaget's epistemic subject and Pascual-Leone's metasubject and to demonstrate that the postulation of the latter can be considered as an epistemic transition between two constructivist—rationalist theories, which leads to the development of a theory with greater explanatory power. Epistemic transition in this paper refers to a progressive problemshift (cf. Lakatos, 1970), between the theories of Piaget and Pascual-Leone. Piaget builds a “general model” by neglecting individual differences, that is, studies the epistemic subject, whereas Pascual-Leone by incorporating a framework for individual difference variables, studies the metasubject—the psychological organization of the epistemic subject. Empirical evidence is presented to demonstrate that Pascual-Leone's theory of constructive operators is a model of the psychological organism (the metasubject), which is at work inside Piaget's epistemic subject. Finally, it is concluded that the greater explanatory power of Pascual-Leone's theory can be interpreted as an epistemic transition between Piaget's epistemic subject and Pascual-Leone's metasubject.     

Eight good questions for developmental epistemology and psychology

My reply to eight good questions arising from commentary is an elaboration of my main argument that there are parallels in the epistemologies of Frege and Piaget and that these parallels have distinctive implications for developmental psychology. The eight questions are: (i) was Piaget really an epistemologist? (ii) is Piaget's epistemic subject psychological or epistemological? (iii) is Frege's non-modal logic consistent with Piaget's account of necessity? (iv) does Piaget's constructivism entail realism? (v) what is the relation between thinking and thought? (vi) is Frege's concept of mind too narrow? (vii) how are cause and reason related in the interpretation of thought? (viii) what is the status of an act of judgment in the interpretation of thought? These questions are productive, and can be developed.     

Updating the Baldwin effect : The biological levels behind Piaget's new theory

In 1964, Conrad Waddington (1905–1975) presented a paper in Geneva that led to an internal reassessment of the biological underpinnings of Jean Piaget's (1896–1980) theory. This in turn resulted in an overhaul of the theoretical framework upon which his stage theory of child development had been based, including his appeals to James Mark Baldwin's (1861–1934) “circular reaction.” In addition to leading to the emergence of what has elsewhere been called “Piaget's new theory,” this renovation also resulted in the update of the famous “Baldwin Effect.” Because aspects of the subsequent framework are of contemporary significance, this essay will review some of the work leading up to those updates. In reaching behind the translations to trace the sources of the arguments to which Piaget appealed, the resulting examination fills some of the gaps found in the secondary literature without quibbling over the “correct” English interpretation of translated French terms. We also go beyond how Piaget's writings have been understood in English and extract some useful additional ideas from his sources, including how to conceive of the social context in which development takes place. We see as a result how Waddington and his colleagues, including Paul Weiss (1898–1989), provided a constructive “existence proof” for the formal hierarchy of levels that Piaget had come to by other means.     

From qualitative differences to a continuum of development: commentary on Leslie Smith's epistemological principles for developmental psychology

In his article Epistemological principles for developmental psychology Leslie Smith helps to re-open some of the key issues Piaget explored through his genetic epistemology. Smith shows the important parallels between logician Gottlieb Frege's understanding of rational thought, and the way in which Piaget developed such notions in his own theory. But while Frege's theory helps set the parameters for whether thought can be judged as rational, or if it even should be judged as rational, it also shows the logicians' disdain for exploring anything resembling development of rationality. Thus Frege might have an important, but necessarily mediated impact on the field of human development. Piaget's carefully crafted theory of epistemological development potentially serves as such a mediating device. It can be argued that Piaget crafted together arguments of logicians such as Frege, and epistemologists such as Lévy-Bruhl, to develop his extraordinary achievement of a genetic epistemology that leads to an understanding of the human condition. One of Piaget's accomplishments was to develop a continuum out of the logicians' dichotomy between non-logical and logical in which the non-rational flows into the rational.     

Faith without Dogmatism: Karl Jaspers’ Critique of Bultmann's and Barth's Dogmatic Theologies

In his mature philosophical writings, Karl Jaspers juxtaposes his own theory of reason with what he considers irrational and dogmatising tendencies in the works of Rudolf Bultmann and Karl Barth. On Jaspers's view, both Bultmann and Barth construct theologies that serve as a priori frameworks through which to understand all the contingencies of existence. In opposition to such dogmatisms, Jaspers advances a hermeneutics that forbids, in advance, any permanent conclusions by proposing that we understand religious, artistic, and other approaches to transcendence as ciphers. Such ciphers, Jaspers holds, offer no fixed and final interpretation of transcendence but offer a way to remain non-dogmatically open to a wide range of possible understandings of it. As opening up a non-dogmatic form of communication, cipher-reading is guided by reason's will to openness and communication. However, as I ultimately point out, Jaspers's own effort to develop a non-dogmatic hermeneutics is beset by some of the very difficulties he identifies in the theologies of Barth and Bultmann.     

ALTRUISM IN NATURE AS MANIFESTATION OF DIVINE ENERGEIA

Abstract. Christian theological attempts to integrate scientific claims about altruism in nature have not been completely successful largely because Western theologies—particularly some Protestant versions—lack a theologically grounded ontological basis for speech about altruism, agape, and other forms of love. Patristic theologies of divine essence, energeia and logoi, most fully developed in Eastern Orthodox thought, provide just such an ontological basis upon which Christian thought can stand in order to demonstrate that altruism in nature does not challenge religious claims that moral behavior has transcendent meaning but rather suggests that it is itself a manifestation of the divine will.     

Experimental Studies of Children's Learning

This article compares John Dewey's theory of inquiry with Jean Piaget's analysis of the mechanisms implied in the increase of knowledge. The sources for this paper are Dewey's studies on logic and the theory of inquiry and Piaget's historical-critical and psychogenetic investigations. Three major conclusions result from the comparison: first, there are significant convergences between the two theories; second, Piaget's developmental analysis makes explicit what is programmatic in Dewey's investigations; and, finally, Piaget is incorrect in characterizing Dewey's pragmatism as a method that does not meet the criteria of intelligent activity.     

COMPARATIVE THEOLOGY AFTER LIBERALISM

This article first identifies two reasons for the current marginality of the theological sub‐discipline of “comparative theology.” The first is an awareness of the imperialistic character of the universalist (inclusivist and pluralist) theologies of the recent past. The second is the assumption that Christianity's relations with other religious are extrinsic to Christian identity. Drawing on Kathryn Tanner's critique of postliberalism, it argues that interreligious comparison is integral to a theology that recognizes the essentially relational nature of Christian identity. This recognition implies a continuous revision of Christian identity that checks the tendency to essentialize and thereby exclude religious “others.”     

Knowing God Beyond Imagining: A Critical Appraisal of the Relation between Systematic Theology and Concrete Reality in John Milbank's Thought

John Milbank's work repeatedly invites two fundamental criticisms: he supposedly prioritises abstract thought over concrete reality, and he claims for himself a God's eye perspective on reality that is forgetful of any epistemological limits concerning a truthful human vision of the whole. Contrary to the first criticism, this article appreciates the way in which Milbank follows twentieth‐century Ressourcement theologies in relating concrete reality and abstract systematic thought. The second criticism does not disqualify Milbank's ontology, but encourages a more consequent application of this ontology in his assessment of concrete reality. As a corrective, Edward Schillebeeckx's contribution to Ressourcement theologies is revisited, as his work bears the promise of attaining an ever more limitless vision of God, via the path of contemplating concrete reality.     

Love is Better than Knowledge: Paul,Luther and a Theology of Being Human

It is said in several contemporary theologies that in acting on their proclivities, homosexuals act as a law unto themselves rather than subordinate their desires to God's law. In linking homosexuality with the notion of a selfish individualism, these theologies cast homosexuals as incapable of exercising community-building love. They sustain a reductive model of the human person that issues from an anxiety about the presence of the “secular” ideology of individualism in theology. I suggest that we rehabilitate a vision of love based on a re-reading of the Apostle Paul's understanding of love as God-given and life-giving in 1 Corinthians and Romans, and use it as the basis for a revitalized vision of being human. Guided by Martin Luther's hermeneutic and contemporary thought, this vision recognizes the interdependent relationship between self- and other-concern, and proposes that we prioritize love over reductive knowledge claims in our theologies.     

Harré on Piaget's Sociological Studies

Piaget's Sociological Studies is largely taken up with questions of sociology, epistemology, moral, political and legal theory. Roughly, these are by-passed in Harré's (2000, this journal) interpretation of Piaget's social account. Our critique is in two parts. In the first part, we explain the basis of our disagreement with Harré's interpretation of six specific issues. These are Piaget's model of social exchange, sociology, concept of egocentrism, response to Wallon, psycho-social parallelism, distinction between the concrete and the abstract. In the second part, we challenge two central theses invoked in Harré's review, namely (A) all psychological activity is a joint activity, and (B) any society is based on irreducible differences in psychological activity. We have tried to set the record straight as far as Piaget's social account is concerned. Harré's review shows a general lack of acquaintance with Piaget's account and our aim has been to compensate for this.     

ORGANISMIC PROCESSES FOR NEO-PIAGETIAN THEORIES: A DIALECTICAL CAUSAL ACCOUNT OF COGNITIVE DEVELOPMENT

The paper criticizes some epistemological presuppositions of Piaget's and of neo-Piagetian's work, in particular, the psycho-Logical principle. This principle is contrasted with a more valid psycho-dialectical one. It is suggested that a dialectical-constructivist (i.e., causal-dynamic) perspective offers a causal theoretical framework for cognitive development that is superior to that of Piaget and many neo-Piagetians. I outline criteria for evaluating causal developmental theories, and point out deficiencies in Piaget's and neo-Piagetian's stage theories vis-à-vis the criteria. An organismic theory of constructive operators - a dialectical/causal theory - is introduced as a remedy for these deficiencies. I focus on a modular model of mental attention that is constituted by four dynamically interacting functional systems. These systems together explain the ‘beam’ of mental attention and its phenomenological/behavioural effects. I claim that the stages of cognitive development are caused by growth of mental attention. The validity of this model is supported by data on a motor performance task (Rho task). The Rho data show: (a) the existence of stage-wise plateaus in children's performance at ages congruent with the redefined Piagetian stages; (b) the psychological structures which, driven by mental attention (M-capacity), are responsible for performance on the task, appear to be located in the left hemisphere of the brain. These findings, predicted by the dialectical theory of mental attention, highlight its causal-predictive power.     

Jean piaget and george kelly: Toward a stronger constructivism

Among constructivist metatheoretical approaches, a strong version is defined as that which reveals reality to be actively and subjectively constructed rather than passively incorporated as objective environmental or innate “facts” by the subject. Given this definition, however, ambiguities arise concerning the potential and limits of construct integration over the course of development. Piaget's stronger constructivist model is offered as a means of clarifying and broadening the strong constructivist position on knowledge evolution. Piaget's genetic epistemology model places dramatic emphasis on the organizational capacity of the subject, specifying personal development as a strongly continuous and subsuming process. Discussion of commonalities between Piaget's position and Kelly's personal construct theory concludes this article.     

Christian Responses to the Political Challenge of Islam

The article provides an overview of the political dimension of Islam, drawing attention to the traditional understanding of Islam's fusion of the political and the religious. An assessment of both the historical roots of Islam and more contemporary Islam political theologies makes manifest the problematic and variegated nature of this assumption. The contemporary responses to Islam in the public square of three Christian theologians are then analysed in the light of the evident diversity of political Islam: Kenneth Cragg, Pope Benedict XVI, and Rowan Williams, drawing them into conversation with Oliver O'Donovan and John Milbank. They each offer complementary insights into theologies of the Church, the common good, Christian culture, sin, notions of power and the doctrine of God. This analysis highlights the need for a Christian political theology that can engage with Islam in all its diversity and yet challenge elements of Islamic voluntarism that are inhibitive of religious plurality.     

Saints as the ‘Living Gospel’: Von Balthasar's Revealers of the Revealer,Rahner's Mediators of the Mediator

The theologies of the saints of Hans Urs Von Balthasar and Karl Rahner are grounded in the theologians' distinct articulations of the relationship between nature and grace, Rahner's shaped by his response to the Nouvelle Théologie and Von Balthasar's influenced by his engagement with Henri De Lubac and Karl Barth. It is a generalization, but one useful for drawing contrasts, that for Rahner the saints are mediators of the Mediator and that for Von Balthasar they are revealers of the Revealer. While the theologies can be reconciled, a richer understanding of the function of saints can emerge by maintaining the contrasts. The symbolic capacity of saints in Rahner's thought and the saints' exemplary abandonment to personal mission in Von Balthasar's thought are each an emphasis valuable in communicating saints' instructional and efficacious presence for others in the ecclesial Body.     

Ecumenical and Inter‐religious Contributions to Asian Liberation Theologies

This essay surveys the varieties of liberation theologies that have emerged in different religious communities across Asia. It explores how Asian liberation theologians from across the major religious traditions of Asia have sought answers from within their own religious traditions and social locations to the endemic persistence of mass poverty, exploitative socio‐economic structures, and oppressive political systems that often deny basic human and democratic rights to the poor and marginalized masses in Asia. The article's basic premise is that liberation and social justice are not monopolies of Christianity, but are found across the great religious traditions of Asia, and it highlights examples such as Mahatma Gandhi in Indian Hinduism, B. R. Ambedkar in Indian Buddhism, and Buddhadasa Bhikkhu in Thai Buddhism. Christian examples include Aloysius Pieris (Sri Lanka), Dalit and indigenous tribal theologies from India, and Minjung theology from Korea.     

BION'S THINKING ABOUT GROUPS: A STUDY OF INFLUENCE AND ORIGINALITY

One of Bion's least‐acknowledged contributions to psychoanalytic theory is his study of the relationship between the mind of the individual (the ability to think), the mentalities of groups of which the individual is a member, and the individual's bodily states. Bion's early work on group therapy evolved into a study of the interplay between mind and bodily instincts associated with being a member of a group, and became the impetus for his theory of thinking. On the foundation of Bion's ideas concerning this interaction among the thinking of the individual, group mentality, and the psyche‐soma, the author presents his thoughts on the ways in which group mentality is recognizable in the analysis of individuals.     

La pensée post-formelle en gérontagogie ou l’après-Piaget

Jean Piaget, one of the most influential theorists in developmental psychology, assumed that formal thought, characterized by the development of an individual's logical capacities, was the last stage of adult thinking. According to Piaget's theory, adults undergo an unavoidable decline in their intellectual functions after formal thought. However, here we review how the brain evolved, describing its main structures, and examining each cerebral hemisphere's specific functions. Evidence is also provided for the production of new neurons and new connections between them, forcing a revision of old theories about the decline of intellectual functions in the elderly. We then consider Jones’ theories X and Y, and the different definitions of intelligence (fluid vs. crystallized, and qualitative vs. quantitative), and how these perspectives have influenced the way we see intelligence. Evidence supporting the addition of another stage, named post-formal thought, is examined in the context of gerontagogy. Dialectical thought characterizes this stage, and developing wisdom is its main goal. We examine the two basic principles of dialectical thought, namely the principle of contradiction and the principle of relativity of everything. It is suggested that the learning of wisdom should be the focus of future university programs to educate the elderly.