ERIC Number: ED170060
Record Type: RIE
Publication Date: 1979-Mar
Reference Count: 0
The Future of Piaget's Theory in Education.
Murray, Frank B.
This paper assesses the utility of Piagetian theory for educational practice. Educational practice cannot be formally deduced from psychological theory, but may be theory-compatible if the theory does not specifically forbid the practice. Piaget's genetic epistemology has provided a theoretical justification for longstanding educational innovations. Practitioners may not realize, however, that even educational recommendations from operant theory are compatible with Piagetian theory. There are no clear-cut implications in Piagetian theory for sequencing curriculi or for determining curriculum content. To make the Piagetian tasks part of the curriculum is as misguided as teaching IQ items to develop intelligence. Piagetian psychology has been richest in its generation of instructional procedures. All of the procedures can be shown sufficient within the limits cited for cognitive growth while none seem necessary for it. Many of these training strategies are applicable to all concepts, have face validity as classroom techniques and in many instances would seem to be a teacher's first choice for providing conceptual clarification. The chief legacy of Piagetian theory for instruction will continue to be the development and evaluation of specific training techniques for various school concepts. Perhaps the only certain educational recommendation from a theory such as Piaget's is that schools should simulate "natural" human development. (Author/RH)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Biennial Meeting of the Society for Research in Child Development (San Francisco, California, March 15-18, 1979)