PIAGET explica a PIAGET (1 de 3) SUBTITULOS EN ESPAÑOL

Summary

The speaker elaborates on the central idea of genetic epistemology, emphasizing that knowledge arises from actions on objects rather than being a direct copy of them. They clarify misconceptions about being an empiricist or innatist, advocating for constructivism. The speaker illustrates the continuous creative process of knowledge through examples of children's drawings and the historical development of mathematics. They also discuss operational structures, defined as systems of transformations executed by the subject, and how these structures are not abstract theories but practical abilities that children develop.

Takeaways

• 🧠 The central idea of genetic epistemology is often misunderstood, with some viewing it as empiricism or even neo-behaviorism because it emphasizes knowledge starting from actions on objects.
• 🔄 There is a distinction between acting on objects and deriving knowledge from objects, which is a common confusion.
• 🏗️ Knowledge is not a preformed entity but is continually constructed through interaction with reality, indicating a constructivist view.
• 🎨 Children's drawings illustrate that knowledge is not a mere copy of what is observed but an interpretation integrated into the child's existing structures.
• 📏 An example of a child's drawing of a diamond shows that children draw their understanding, not a direct copy of the object.
• 🤔 The child's interpretation of shapes and their transformations shows that knowledge is not just about observables but also about assimilation and interpretation.
• 🚫 The speaker is neither an empiricist, who believes knowledge is a functional copy of objects, nor a nativist, who believes knowledge is innate.
• 🔢 The history of science, especially mathematics, is a continuous construction process, not a discovery of preformed knowledge.
• 🧩 Children's understanding of concepts like the conservation of length is built gradually and is not innate, showing that even basic concepts are constructed.
• 🔄 The concept of 'operative structures' refers to systems of transformations performed by the subject, which can be composed and reversed, like addition and subtraction.
• 👶 For young children, structures are not abstract theories but practical capabilities that they have acquired and can apply, such as sorting objects into categories.

Q & A

What is the central idea of the speaker's genetic epistemology?

The central idea is that knowledge is constructed through continuous interaction with reality, not preformed in objects or the subject, and involves ongoing creativity and self-organization.

Why does the speaker argue against being labeled as an empiricist?

The speaker argues against being an empiricist because they believe knowledge is not a mere copy of objects but an assimilation and interpretation integrated into the subject's pre-existing structures.

How does the speaker differentiate between an empiricist and their constructivist view?

The speaker differentiates by stating that while empiricists believe knowledge is a functional copy of objects, they see it as an assimilation process where the object is interpreted and integrated into the subject's structures.

What example does the speaker use to illustrate the difference between seeing and knowing in children?

The speaker uses the example of children drawing, where children do not draw what they see but rather what they know or interpret, showing that knowledge is not a direct copy of observable reality.

Why does the speaker refute the idea of being a nativist or innatist?

The speaker refutes nativism or innatism because they believe knowledge is constructed through actions and interactions, not pre-existing in the mind or biologically innate.

How does the speaker demonstrate the constructed nature of knowledge in the history of science?

The speaker uses the history of mathematics, showing how concepts like integers and irrational numbers were not known from the start but were constructed over centuries, indicating knowledge is not preformed.

What is the significance of the child's drawing of a rhombus as a square with points in the speaker's argument?

The child's drawing illustrates that knowledge is interpretative and not a direct replication of reality, supporting the speaker's argument against empiricism and nativism.

What does the speaker mean by 'structures' in the context of genetic epistemology?

The speaker refers to 'structures' as systems of transformations executed by the subject, which are actions that can be composed and are reversible, like addition and subtraction.

How does the speaker define 'structure' in relation to a child's understanding?

The speaker defines 'structure' as what the child knows how to do, not what they think. It's an ensemble of coordinated abilities the child has acquired, rather than an abstract theory.

What is the role of operational structures in the child's learning process according to the speaker?

Operational structures play a crucial role as they are the systems of transformations that the child executes, which are then coordinated and allow for deductions and learning from actions.

How does the speaker illustrate the construction of knowledge in children through actions and not just observation?

The speaker illustrates this through experiments where children's actions, such as manipulating a string or arranging sticks, show they are constructing knowledge through their interactions, not just observing.