Reflection and Self-Understanding in Piagetian Theory: A Phenomenological Critique
DOI:
https://doi.org/10.11575/jet.v21i1.44190Abstract
Recent work has been emerging which is examining the notions of self-understanding and reflection insofar as these phenomena emerge within the context of the practice of teaching. This paper makes the case that , because of the powerful influence of Piagetian theory on the practice of teaching, it is necessary to re-examine how these phenomena are formulated in that theory. This necessity is especially urgent, since Piaget's theory, as a form of scientific discourse, leads to a formulation of " practical understanding" which is decidedly negative.
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