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These files are maintained strictly for historical reference, research, and recordkeeping purposes,
and the content has not been altered or updated since archiving.
Content on this site may not meet current digital accessibility standards.
If you require an alternative, accessible format of any information found on this site,
please contact Bruce Jones, bjones@ucsd.edu to request an accommodation.
Thank you, Jon. I didn't mention Piaget's references to parent-child interaction in "the Moral Judgment" since the entire book is about the role of adult-child relationship and its relevance to moral development. ag On Wed, February 13, 2013 6:49 pm, Jonathan Tudge wrote: > Artin and Huw, > > I have students read the following as part of my Piaget offerings in a > theories class: > Piaget, J. (1973). *The child and reality: Problems of genetic > psychology*. > New York: Grossman. Chapter 1: ?Time and the intellectual development of > the child? (original work published in 1962). > > It's quite clear in this chapter that Piaget was more than willing to > acknowledge the influence of both social class and culture, not in > changing > the order through which children would pass through stages of development > but in speeding up or slowing down the age at which they'd be likely to > show evidence of being in one or other stage. > > He wrote "stages are precisely characterized by their set order of > succession. They are not stages which can be given a constant > chronological > date. On the contrary, the ages can vary from one society to another..." > (p. 10). (As this chapter was initially presented as a lecture he > somewhere or other, tongue-in-cheek no doubt, mentions that the children > of > his listeners undoubtedly go through the stages faster.) Towards the end > of the chapter he wrote as follows: > "Moreover, we will find collective accelerations in certain social classes > and in certain milieux" (pp. 25-26), and went on to discuss differences in > children's responses in Geneva, Montreal, Martinique (a delay of > approximately four years), Tehran (similar to Geneva), and rural Iran (a > delay of approximately 2.5 years). > > We can, of course, argue about the manner in which non-schooled children > were tested (as Mike and others have done very effectively), but it's > really hard to say that Piaget held that culture or class were irrelevant > to children's cognitive development. > > In the book that Artin mentioned you can also find lots of evidence of the > ways in which parents and children influence children's social and moral > development--yet still we're confronted with the image of Piaget's child > being the little scientist working alone on the mysteries of the world. > > All the best, > > Jon > > > ~~~~~~~~~~~ > > Jonathan Tudge > Professor > Office: 155 Stone > ***Important*** Please note that I have a new office phone line*** > > Mailing address: > 248 Stone Building > Department of Human Development and Family Studies > PO Box 26170 > The University of North Carolina at Greensboro > Greensboro, NC 27402-6170 > USA > > phone (336) 223-6181. [However, given the amount I travel, it's best to > communicate with me by email.] > fax (336) 334-5076 > > http://www.uncg.edu/hdf/facultystaff/Tudge/Tudge.html > > > > On Wed, Feb 13, 2013 at 7:16 PM, Huw Lloyd > <huw.softdesigns@gmail.com>wrote: > >> On 13 February 2013 21:19, Goncu, Artin <goncu@uic.edu> wrote: >> >> > >> > In re-reading Piaget for a class I teach, I saw the following >> sentences >> in >> > "The Moral Judgement of the Child" that I had underlined many years >> ago, >> > noticed them again, and felt that he may not have been given >> sufficient >> > credit for his observations about the role of culture and class in his >> > discussions. On p. 209-10 referring to the findings he has just >> reported, >> > he says "To begin with, they relate only to the children belonging to >> a >> > certain ethnical (sic) group and a certain social stratum (the poorer >> > parts of Geneva and a few children from an elementary school at >> > Neuchatel.) I wish he had theorized about the role of culture and >> class, >> > going beyond these observations but that is another story... >> > >> > >> My reading recollection is that he is forever hedging his bets and >> encumbered by an audience expecting a "rational" account of genetic >> phenomena. On one occasion I was hunting about for some Piagetian ideas >> that, I was confident, were laid out with clarity only to discover that >> is >> was Vygotsky writing about Piaget. >> >> No doubt there's much more to it -- the influence of idioms such as >> French >> sociologists and psychologists, translations etc. >> >> Huw >> >> >> >> >> > Artin Goncu, Ph.D >> > Professor, >> > Educational Psychology >> > College of Education M/C 147 >> > 1040 W. Harrison St. >> > Chicago, IL 60607 >> > http://education.uic.edu/epsy/browseour%20faculty.cfm >> > (312) 996-5259 >> > >> > __________________________________________ >> > _____ >> > xmca mailing list >> > xmca@weber.ucsd.edu >> > http://dss.ucsd.edu/mailman/listinfo/xmca >> > >> __________________________________________ >> _____ >> xmca mailing list >> xmca@weber.ucsd.edu >> http://dss.ucsd.edu/mailman/listinfo/xmca >> > __________________________________________ > _____ > xmca mailing list > xmca@weber.ucsd.edu > http://dss.ucsd.edu/mailman/listinfo/xmca > > Artin Goncu, Ph.D Professor, Educational Psychology College of Education M/C 147 1040 W. Harrison St. Chicago, IL 60607 http://education.uic.edu/epsy/browseour%20faculty.cfm (312) 996-5259 __________________________________________ _____ xmca mailing list xmca@weber.ucsd.edu http://dss.ucsd.edu/mailman/listinfo/xmca