Piaget’s Stages? #2

Some blog followers might be interested in a discussion list post “Piaget's Stages? #2” [Hake (2014)]. The abstract reads:

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ABSTRACT: Eric Nelson’s (2014a) post “Piaget's Stages?” of 7 August 2014 on the CLOSED! PhysLrnR archives at http://bit.ly/1orXcKo initiated a thread which on 12 August 07:36-0700 had grown to 23 posts on the PhysLrnR archives at http://bit.ly/nG318r .

[NOTE: To access the archives of PhysLnR one needs to subscribe :-(, but that takes only a few minutes by clicking on http://bit.ly/nG318r and then clicking on “Subscribe or Unsubscribe.” If you're busy, then subscribe using the “NOMAIL” option under “Miscellaneous.” Then, as a subscriber, you may access the archives and/or post messages at any time, while receiving NO MAIL from the list!]

In one of the 23 posts, now updated and placed online on the OPEN! AERA-L archives at http://bit.ly/Y8ZumO, I point to generally laudatory opinions on Piaget's work by experts Philip Adey, John Anderson, Howard Gardner, Alan Kay, Anton Lawson, Robert Sternberg, Ernst von Glasersfeld, and David Klahr.

In addition, aside from his initializing post, Nelson (2014b,c) made two other contributions at http://bit.ly/1ouGsSQ and http://bit.ly/1uP1Zp7 in which he pointed to the work of Kirschner, Sweller, & Clark (KSC) as the definitive word from cognitive science on pedagogical methods. However, not everyone would agree with Nelson’s tribute to KSC, as I indicated in “Vague Labels for Pedagogical Methods Should Be Supplemented with Operational Definitions and Detailed Descriptions” [Hake (2014b)] at http://bit.ly/1jPnKxo .
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To access the complete 61 kB post please click on http://bit.ly/Ya4c3G.

Richard Hake, Emeritus Professor of Physics, Indiana University; LINKS TO: Academia http://bit.ly/a8ixxm; Articles http://bit.ly/a6M5y0; Blog http://bit.ly/9yGsXh; Facebook http://on.fb.me/XI7EKm; GooglePlus http://bit.ly/KwZ6mE; Google Scholar http://bit.ly/Wz2FP3; Linked In http://linkd.in/14uycpW; Research Gate http://bit.ly/1fJiSwB; Socratic Dialogue Inducing (SDI) Labs http://bit.ly/9nGd3M; Twitter http://bit.ly/juvd52.

“When we say force is the cause of motion we talk metaphysics, and this definition, if we were content with it, would be absolutely sterile. For a definition to be of any use, it must teach us to measure force; moreover, that suffices; it is not at all necessary that it teach us what force is in itself, nor whether it is the cause or the effect of motion.” - Henri Poincaré (1905)


REFERENCES [URLs shortened by http://bit.ly/ and accessed on 14 Aug 2014.]
Hake, R.R. 2014. "Piaget's Stages? #2," online on the OPEN! AERA-L archives at http://bit.ly/Ya4c3G. The abstract and link to the complete post are being transmitted to several discussion lists.

Poincaré, H. 1905. Science and Hypothesis, Walter Scott Publishing; online at http://bit.ly/9hVfA8 thanks to the “Mead Project.” A Wikipedia entry on Poincaré is at http://bit.ly/b4jGVS.

Adey & Shayer's Cognitive Acceleration & Feuerstein's Instrumental Enrichment

Some blog followers might be interested in two recent posts “Re: Cognitive Acceleration” [Hake (2011a)] and “Feuerstein's Instrumental Enrichment” [Hake (2011b)] . A combined abstract is:

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ABSTRACT: Paul Lulai of the PhysLrnR list stated that when he searched for materials on “Cognitive Acceleration” he found none that would even provide a glimpse. As of 14 Feb 11:10:00-0800 Lulai's post had initiated a 18-post thread on PhysLrnR.

In the first post “Re: Cognitive Acceleration” [Hake (2011a)] at http://bit.ly/fjoabR, I give eleven academic references to the work of Adey & Shayer on “Cognitive Acceleration,” a program designed to promote student's thought processes from “concrete” to “formal” abstract thinking.

In the second post “Feuerstein's Instrumental Enrichment” [Hake (2011b)] at http://bit.ly/htVa5a, I list seventeen academic references related to the work of Reuven Feuerstein on “Instrumental Enrichment.” Feuerstein's work complements and is consistent with “Cognitive Acceleration” since both work under the premise that thinking skills can be taught.

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To access the complete:

a. 12 kB first post “Re: Cognitive Acceleration” [Hake (2011a)] please click on http://bit.ly/fjoabR;

b. 18 kB second post “Feuerstein's Instrumental Enrichment” please click on http://bit.ly/htVa5a.

Richard Hake, Emeritus Professor of Physics, Indiana University

Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands

President, PEdants for Definitive Academic References which Recognize the Invention of the Internet (PEDARRII)

rrhake@earthlink.net

http://www.physics.indiana.edu/~hake

http://www.physics.indiana.edu/~sdi

http://HakesEdStuff.blogspot.com

http://iub.academia.edu/RichardHake

“If you try to introduce people to a paradigm shift, they will hear what you have to say and then interpret your words in terms of their old paradigm. What does not fit, they will not hear. Therefore, a change in paradigm cannot be brought about by talking. People have to experience the change, or at a minimum see other peopl experiencing it, before they will begin to understand what you are saying.”

- Myron Tribus (2001)

REFERENCES [URL's shortened by http://bit.ly/ and accessed on 15 Feb 2011.]

Hake, R.R. 2011a. “Re: Cognitive Acceleration,” online on the OPEN! AERA-L archives at http://bit.ly/fjoabR. Post of 14 Feb 2011 10:18:46-0800 to AERA-L and Net-Gold. The abstract and link to the complete post are being transmitted to various discussion lists.

Hake, R.R. 2011b. “Feuerstein's Instrumental Enrichment,” online on the OPEN! AERA-L archives at http://bit.ly/htVa5a. Post of 14 Feb 2011 16:33:00-0800 to AERA-L and and Net-Gold. The abstract and link to the complete post are being transmitted to various discussion lists.

Tribus, M. 2001. “Quality in Education According to the Teachings of Deming and Feuerstein,” online as a 78 kB pdf at http://bit.ly/hwcbjn.