The more complex the society, the more autonomous is the personality and the more important are the relations of cooperation between equal individuals...Logical and moral principles are external to the individual in the sense that the individual mind would not have been able to work them out unaided.” (Piaget, 1932/1965, p.336 and 343)
morality and values |
language |
Although social aspects of constructionism are most often associated with Lev Vygotsky's theories, Piaget did acknowledge the influences of social interaction on cognitive development and knowledge construction. Piaget's earlier works (1932/1965), recognize the importance of interactions where "peer interactions are crucial to a child's construction of social and moral feelings, values, and social and intellectual competence...Piaget conceived of social factors as having a causal relation to the development of logic" (DeVries, 1997, p.4-5). By connecting and interacting with the environment (objects and subjects/people), knowledge, including moral and value based knowledge, is constructed through experience. Values therefore are considered a form of knowledge. "Value structures result from the intellectualization of values and constitute a form of knowledge." (Brown, 2002, p53).
Piaget clearly placed high value on social interaction as an influencing and determining factor of cognitive development and knowledge construction, recognizing the importance of values and moral judgement as part of this process. As we continue to connect, interact, and experience the world around us (including people), we construct a system of evaluation. According to Piaget, this evaluative system is value based and affects our decisions (heuristic) and reasoning, and is therefore founded in intelligence or cognitive functioning (Brown, p.56). http://www.featurepics.com/FI/Thumb300/20090624/Ethics-Word-Cloud-1227168.jpg |
"It is well-known that oral language plays one of the strongest roles in people’s identity as a community. This belonging-to relation is transferred to written language” (Ferreiro, 2012, p.172). This 'community identity' developed language is represented by writing, in sociologically and culturally determined symbols (such as alphabetical language). Ferreiro discusses the influence of Piaget's theory of socially influenced language development and "the role cognitive operations play in oral language evolution”, within his study on "how children read and write before they do it conventionally” (Ferreiro, p. 174-175). Ferreiro's study is evidence of how Piaget's theories continue to function as the foundation of understanding and investigations into the formation of knowledge and current epistemologically based approaches concerning constructivist teaching practices.
Piaget suggested that "pretend play and language development were linked, as both reflected an emerging ability to manipulate symbols" (Goswami, 2008, p234). This active and social practice (pretend play) consisting of conversation and interaction, developed children's "mindreading" (social skill) capabilities, further developing social cognition (Goswami, p234). In Piaget's view then, language, as socially formed, is an aspect of individual knowledge formation and an element of cognitive functioning. |
social cognition
Humans learn in social environments, and by observing others they build knowledge, skills, and perspectives (beliefs and attitudes) (Schunk, 2012, p118). Piaget's views of imitation where people developed 'schemas' (cognitive structures) through experiences "slightly more advanced then one's existing cognitive structures", marks Piaget as contributing to the development of social cognitive theories (Schunk, p124). The element of interaction between individuals as affecting cognitive operations and knowledge formation, terms knowledge as socially influenced. Interaction and cooperation between individuals then as a socially and culturally affected experience leads to knowledge formation, or social cognition.
“For Piaget, therefore, co-operation is an essential characteristic of developmentally oriented education not simply because it is a culturally valued virtue, but because of its psychodynamic developmental significance.” (DeVries, 1997, p.6).
Other theories developed and were based on these elements of Piaget's views of social cognition. 'Social interactionism' is one of these later-developed theories. “For Piaget, and for social interactionism, psychological development follows the organism’s “absorption” of the qualities of these [(praxeological: nonverbal collective activities shaped and reshaped by social developments; and gnoseological: collective knowledge accumulated over the course of history)] preconstructions” (Bronckart, 2012, p50). Piaget's influence on theories of cognitive development and the formation of knowledge still continue today, and rightfully so, as there is much to be gained through constructivist approaches to learning and educational practices built on these perspectives.
“For Piaget, therefore, co-operation is an essential characteristic of developmentally oriented education not simply because it is a culturally valued virtue, but because of its psychodynamic developmental significance.” (DeVries, 1997, p.6).
Other theories developed and were based on these elements of Piaget's views of social cognition. 'Social interactionism' is one of these later-developed theories. “For Piaget, and for social interactionism, psychological development follows the organism’s “absorption” of the qualities of these [(praxeological: nonverbal collective activities shaped and reshaped by social developments; and gnoseological: collective knowledge accumulated over the course of history)] preconstructions” (Bronckart, 2012, p50). Piaget's influence on theories of cognitive development and the formation of knowledge still continue today, and rightfully so, as there is much to be gained through constructivist approaches to learning and educational practices built on these perspectives.
What this means for current educational approaches |
MEaningful interaction? |
Piaget was accused of omitting the importance of 'social context' within his theories of cognitive processes (Marti & Rodriguez, ix). This accusation is invalid as a result of often misinterpreted readings of Piaget's theories (Mays & Smith, 2001). In fact, theories based on Piaget's views of social cognition are extremely relevant to current teaching practices. In regards to students with learning disabilities, "children excluded from peer interaction may lack those experiences that would be a basis for social understanding (social cognition)." (Nabuzoka, 2000, p.125). Recognition of social cognition as a form of knowledge and a cognitive function must be acknowledged for the formation of relevant theories, approaches to, and methods of teaching. According to Swing et al. (2011) , "Piaget felt that teachers would impact the social transmission influence (i.e. learning from others)" depending on the student's stage of cognitive development." (p.69).
Current classrooms consciously built around constructivist theories and based in the recognition of the importance of social interaction, along with a clear understanding of the role of interaction and cooperation on the formation of morals, values, and language development, are all aspects of a holistic approach to education. Current educational settings where technology can be applied to 'open' the classroom to interact with other cultures and societies creates endless opportunities for knowledge creation and construction, which can all be related back to Piaget's first recognition of the role of social interaction on cognitive development. |
Please join the conversation! There are so many options for collaborative and interaction technology. But is this interaction meaningful? Below are some collaborative technology tools that we can use to discuss this topic, so please choose one (or both!) and get some ideas out there!
We invite you to create dialogue on the following question: Can interactive technology tools create meaningful social interaction which aids knowledge construction? |
References
Bronckart, JP. (2012). Contributions of Piagetian Constructivism to Social Interactionism. In E. Marti & C. Rodriguez (Eds.), After Piaget (p.43-58). New Brunswick, NJ: Transaction Publishers.
Brown, T. Values, Knowledge, and Piaget. In L. Smith (Ed), (1996;2002;). Critical Readings on Piaget (1st ed.) pp.51-65. New York, NY: Routledge.
http://lib.myilibrary.com.ezproxy.library.ubc.ca/Open.aspx?id=31935
DeVries, R. (1997). Piaget's social theory. Educational Researcher, 26(2), 4-17.
http://www.jstor.org.ezproxy.library.ubc.ca/stable/pdf/1176032.pdf?acceptTC=true
Ferreiro, E. (2012). The Discovery of a “Piagetian Child” in Literacy Development. In E. Marti & C. Rodriguez (Eds. ), After Piaget (p.171-186). New Brunswick, NJ: Transaction Publishers.
Goswami, U. (2008). Cognitive Development: The Learning Brain. New York, NY: Psychology Press.
Mays, W. & Smith, L. (2001). Harré on piaget's sociological studies. New Ideas in Psychology, 19(3), 221-235. Retrieved from:
http://www.sciencedirect.com.ezproxy.library.ubc.ca/science/article/pii/S0732118X0100006X
Nabuzoka, D. (2000). Children with Learning Disabilities: Social Functioning and Adjustment. Leicester, UK: BPS Books.
Piaget, J. (1932/1962). The Moral Judgement of the Child. Glencoe, IL: The Free Press. Retrieved from https://archive.org/details/moraljudgmentoft005613mbp (also embedded into this website)
Shunk, D. (2012). Learning Theories: An Educational Perspective. (6th edition). Boston, MA: Pearson Education Inc.
Sinclair, H. (1971). Epistemology and the Study of Language. In Inhelder & Chipman (Eds.), Piaget and his School: A Reader in Developmental Psychology (p.205-218). New York, NY:Springer-Verlag.
Swing, J., Foster, D., & Whittington, M. (2011). Explaining student cognition during class sessions in the context piaget's theory of cognitive development. NACTA Journal, 55(1), 68-75. Retrieved from:
http://web.b.ebscohost.com.ezproxy.library.ubc.ca/ehost/pdfviewer/pdfviewer?sid=809eb8ec-4da5-439b-af37-433eb0a648d6%40sessionmgr110&vid=1&hid=124
Wadsworth, B. (2004). Piaget's Theory of Cognitive and Affective Development. Boston, MA: Pearson Education Inc.
Wolf, M. (1972). Translator's Introduction (p.1-9). In J. Piaget, The Principles of Genetic Epistemology. London, Great Britain: Routledge & Kegan Paul Ltd.
Brown, T. Values, Knowledge, and Piaget. In L. Smith (Ed), (1996;2002;). Critical Readings on Piaget (1st ed.) pp.51-65. New York, NY: Routledge.
http://lib.myilibrary.com.ezproxy.library.ubc.ca/Open.aspx?id=31935
DeVries, R. (1997). Piaget's social theory. Educational Researcher, 26(2), 4-17.
http://www.jstor.org.ezproxy.library.ubc.ca/stable/pdf/1176032.pdf?acceptTC=true
Ferreiro, E. (2012). The Discovery of a “Piagetian Child” in Literacy Development. In E. Marti & C. Rodriguez (Eds. ), After Piaget (p.171-186). New Brunswick, NJ: Transaction Publishers.
Goswami, U. (2008). Cognitive Development: The Learning Brain. New York, NY: Psychology Press.
Mays, W. & Smith, L. (2001). Harré on piaget's sociological studies. New Ideas in Psychology, 19(3), 221-235. Retrieved from:
http://www.sciencedirect.com.ezproxy.library.ubc.ca/science/article/pii/S0732118X0100006X
Nabuzoka, D. (2000). Children with Learning Disabilities: Social Functioning and Adjustment. Leicester, UK: BPS Books.
Piaget, J. (1932/1962). The Moral Judgement of the Child. Glencoe, IL: The Free Press. Retrieved from https://archive.org/details/moraljudgmentoft005613mbp (also embedded into this website)
Shunk, D. (2012). Learning Theories: An Educational Perspective. (6th edition). Boston, MA: Pearson Education Inc.
Sinclair, H. (1971). Epistemology and the Study of Language. In Inhelder & Chipman (Eds.), Piaget and his School: A Reader in Developmental Psychology (p.205-218). New York, NY:Springer-Verlag.
Swing, J., Foster, D., & Whittington, M. (2011). Explaining student cognition during class sessions in the context piaget's theory of cognitive development. NACTA Journal, 55(1), 68-75. Retrieved from:
http://web.b.ebscohost.com.ezproxy.library.ubc.ca/ehost/pdfviewer/pdfviewer?sid=809eb8ec-4da5-439b-af37-433eb0a648d6%40sessionmgr110&vid=1&hid=124
Wadsworth, B. (2004). Piaget's Theory of Cognitive and Affective Development. Boston, MA: Pearson Education Inc.
Wolf, M. (1972). Translator's Introduction (p.1-9). In J. Piaget, The Principles of Genetic Epistemology. London, Great Britain: Routledge & Kegan Paul Ltd.