Jean Piaget is regarded as one of the outstanding figures of 20th-century psychology. By common consent Piaget's work is demanding. His ouput was huge - he was the author and editor of some 80 books and he contributed some 500 papers and reports.

This volume is a follow-up to Piaget: Critical Assessments a collection of 83 papers dealing with the critique of Piaget's work in psychology, education and philosophy during the period 1950-90. This new collection tracks developments in the published work of Piaget during the period 1990-95, with a guide and editorial commentary by Leslie Smith. Starting with Piaget's epistemology, a major intellectual resource in departmental psychology and eduction, it sets out the main elements of his position in relation to 21 papers, dealing with equilibration and equilibrium, education and social...

The distinction between norms and facts is long-standing in providing a challenge for psychology. Norms exist as directives, commands, rules, customs and ideals, playing a constitutive role in human action and thought. Norms lay down 'what has to be' (the necessary, possible or impossible) and 'what has to be done' (the obligatory, the permitted or the forbidden) and so go beyond the 'is' of causality. During two millennia, norms made an essential contribution to accounts of the mind, yet the twentieth century witnessed an abrupt change in the science of psychology where norms were typically...

another look at the relationship world from an ordinary mans point of view.

This guide was developed to assist students, professors, executives of local criminal justice systems, and appointed and elected officials of general government to have a better understanding on how the criminal justice system should function. It may also be of special interest to citizens and public officials who sense that more collaboration and coordination is needed to enhance criminal justice decision making which, in turn, will have a positive impact on local criminal justice systems. Leslie J. Smith advocates that the performance of the criminal justice system should be measured in...

The distinction between norms and facts is long-standing in providing a challenge for psychology. Norms exist as directives, commands, rules, customs and ideals, playing a constitutive role in human action and thought. Norms lay down 'what has to be' (the necessary, possible or impossible) and 'what has to be done' (the obligatory, the permitted or the forbidden) and so go beyond the 'is' of causality. During two millennia, norms made an essential contribution to accounts of the mind, yet the twentieth century witnessed an abrupt change in the science of psychology where norms were typically...

Jean Piaget (1896 1980) was listed among the 100 most important persons in the twentieth century by Time magazine, and his work with its distinctive account of human development has had a tremendous influence on a range of disciplines from philosophy to education, and notably in developmental psychology. The Cambridge Companion to Piaget provides a comprehensive introduction to different aspects of Piaget s work in a manner that does not eschew engagement with the complexities of subjects or debates yet is accessible to upper-level undergraduate students. Each chapter is a specially...

Originally published in 1954, the purpose of this book was to provide a set of practical exercises for young engineers wishing to apply mathematical principles to problems confronting them in the workshop. The text was designed primarily for use in the Technical Secondary School, the County College, and the Works Training School. It will be of value to anyone with an interest in the development of engineering and educational practice.

Among the many conceits of modern thought is the idea that philosophy, tainted as it is by subjective evaluation, is a shaky guide for human affairs. People, it is argued, are better off if they base their conduct either on know-how with its pragmatic criterion of truth (i.e., possibility) or on science with its universal criterion of rational necessity. Since Helmholtz, there has been increasing concern in the life sciences about the role of reductionism in the construction of knowledge. Is psychophysics really possible? Are biological phenomena just the deducible results of chemical...

This collection of original contributions by leading researchers celebrates the 1996 centenary of the births of the two most seminal figures in education and developmental psychology - Jean Piaget and Lev Vygotsky. Research in their footsteps continues worldwide and is growing.
What are the implications for the future for this extensive programme? Which of the large body of findings has proved most important to current research? Based around five themes, these original contributions cover educational intervention and teaching, social collaboration and learning, cognitive skills and...