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ERIC Number: ED073750
Record Type: Non-Journal
Publication Date: 1972-Nov
Pages: 140
Abstractor: N/A
Reference Count: N/A
An Inquiry into the Piagetian Tradition in America as a Basis for a Philosophy of Education at the Community College Level: A Quasi-Experimental Approach.
Humbolt, Clinton J.
The purpose of this study was to investigate the utility of a structural-developmental approach as a basis for a philosophy of education for the public community college of the Midwestern United States. The structural-developmental approach was explored within the broader cognitive studies of the Piagetian tradition in America. The method of research employed was a combination of analysis of relevant literature and empirical investigation at a community college. A research instrument was used to assess the cognitive stage of development of critical groups of students. The drop, course withdrawal, grade point average, and cognitive stage data of lower ability vocational-technical, lower ability transfer, and upper ability students were compared and analyzed, with a .05 level of significance as the criterion for differences. The following conclusions were drawn from the findings and the results of the analyzed information: (1) there is a need for a broadly based psychology of education in the community college movement; (2) vocational/technical programs provided no unique solution to the breadth of the educational task; (3) diversity in student capability demanded a more universal basis for a philosophy of education; (4) the myth that the Piagetian tradition was age-bound at a level below community college functions was destroyed; (5) Piagetian tradition provided a universal kind of basis for a philosophy of education; (6) natural diversity of the college was conducive to a broadly based psychology of the individual student; (7) cognitive stages were found to be relevant to the educational process of the college; and (8) a cognitive-developmental approach in grades 13 and 14 would provide continuity. (Author/DB)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A