The first type of abstraction from objects I shall refer to as simple abstraction, but the second type I shall call reflective abstraction, using this term in a double sense.
From Jean Piaget
On the one hand, there are individual actions such as throwing, pushing, touching, rubbing. It is these individual actions that give rise most of the time to abstraction from objects.
Reflective abstraction, however, is based not on individual actions but on coordinated actions.
One of the most striking things one finds about the child under 7-8 is his extreme assurance on all subjects.
The current state of knowledge is a moment in history, changing just as rapidly as the state of knowledge in the past has ever changed and, in many instances, more rapidly.
This means that no single logic is strong enough to support the total construction of human knowledge.
In genetic epistemology, as in developmental psychology, too, there is never an absolute beginning.
During the earliest stages the child perceives things like a solipsist who is unaware of himself as subject and is familiar only with his own actions.
Every acquisition of accommodation becomes material for assimilation, but assimilation always resists new accommodations.
Everyone knows that at the age of 11-12, children have a marked impulse to form themselves into groups and that the respect paid to the rules and regulations of their play constitutes an important feature of this social life.
4 perspectives
3 perspectives
1 perspectives