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

Vicente Panuccio

28 May 201312:32

Summary

TLDRThe 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.

Outlines

00:00

🤔 Understanding Genetic Epistemology and Constructivism

The speaker clarifies misconceptions about their genetic epistemology, emphasizing that knowledge does not merely copy or extract from objects but is an interactive process. They argue against being labeled as an empiricist or a neo-empiricist, as they believe knowledge is not a simple reflection of reality but involves the subject's action on objects. The speaker identifies as a constructivist, suggesting that knowledge is continuously constructed through interaction with reality, not preformed within either the subject or the objects. They illustrate this with the example of children's drawings, showing that children do not simply copy what they see but interpret and assimilate it into their existing knowledge structures. The speaker also critiques the empiricist view that knowledge is a functional copy of objects, using the example of a child's drawing of a diamond to show that children draw based on their understanding, not a direct observation.

05:01

🧠 The Constructive Nature of Knowledge and Operational Structures

The speaker discusses the constructive nature of knowledge, arguing against the idea that it is innate or preformed, as suggested by some theories. They use the history of mathematics to illustrate how knowledge is built up gradually over time, with concepts like natural numbers, integers, and irrational numbers being developed through centuries of effort. The speaker also introduces the concept of operational structures, which are systems of transformations executed by the subject, and can be composed to form closed systems. They give examples of reversible operations like addition and subtraction. The speaker refutes the claim that structures exist only in the mind of the observer, not in the child's mind, by defining structure as what the child can do, not what they think. They emphasize that while the child does not have a theoretical understanding of these structures, they exhibit coordinated actions that allow them to draw deductions, as demonstrated in an example of seriation.

10:04

👶 Development of Operational Structures in Children

The speaker explores how operational structures are formed in children, starting with the pre-operational stage where children can only make simple distinctions between small and large objects. They present an example of a child, Barbara, who is 3 years and 6 months old, and demonstrates her ability to sort sticks into small and large groups. The speaker explains that at this stage, children do not yet engage in operations but rather make basic categorizations. This example serves to illustrate the developmental process of how children gradually build up their operational structures, moving from simple categorizations to more complex operations as they grow and learn.

Mindmap

Keywords

💡Epistemology

Epistemology is the branch of philosophy concerned with the nature and scope of knowledge. In the video, the speaker discusses genetic epistemology, which emphasizes the development of knowledge through the interaction of the subject with the objects in the world. It is central to understanding how knowledge is not simply a passive reception of information but an active construction through action and experience.

💡Constructivism

Constructivism is the theory that knowledge is constructed by the learner through new information and experiences. The speaker identifies as a constructivist, arguing that knowledge is continuously built through interaction with reality, rather than being preformed in the objects or the subject. This concept is illustrated through examples such as children's drawings, which show how children interpret and assimilate what they see rather than copying it exactly.

💡Empiricism

Empiricism is a philosophical theory that knowledge arises from experience and the senses. The speaker contrasts constructivism with empiricism, arguing that knowledge is not merely a copy of the objects perceived but involves interpretation and integration into the subject's existing structures. Empiricists might view knowledge as a functional copy of reality, but the speaker refutes this by showing how children's drawings are not direct copies but interpretations.

💡Action

In the context of the video, action refers to the active engagement of the subject with the world, which is essential for the construction of knowledge. The speaker clarifies that action is not the same as passive observation; it involves the subject's interaction with objects, leading to the creation of knowledge. This is exemplified by the child's drawing of a diamond, which is not a passive copy but an active interpretation based on the child's understanding.

💡Interaction

Interaction is a key concept in the video, highlighting the dynamic relationship between the subject and the objects in the world. The speaker argues that knowledge is not a one-way process but results from the continuous interaction between the subject and the environment. This interaction leads to the creation of knowledge through the subject's actions and the environment's responses.

💡Creativity

Creativity is discussed as an ongoing process in the construction of knowledge. The speaker emphasizes that knowledge is not preformed but is continuously created through new interactions with reality. This creativity is evident in the child's drawing, where the child does not simply copy what is seen but creates a new representation based on their understanding and ideas.

💡Assimilation

Assimilation, in the video, refers to the process by which new information is integrated into the subject's existing cognitive structures. The speaker uses this term to explain how children do not merely copy what they see but interpret and assimilate it into their own understanding, as demonstrated by the child's drawing of a diamond as a square with points.

💡Observables

Observables are the aspects of reality that can be perceived through the senses. The speaker critiques the idea that knowledge is solely based on observables, arguing that knowledge always involves interpretation and assimilation into the subject's cognitive structures. This is shown in the child's drawing, where the child's interpretation of a diamond is not a direct observable but a conceptualized form.

💡Structures

Structures, in this context, refer to the organized systems of transformations or actions that the subject can perform. The speaker discusses how these structures are not abstract concepts but are the coordinated abilities that the subject has acquired, which can be formulated into laws by theorists but are concrete actions for the subject.

💡Operative Structures

Operative structures are the systems of transformation executed by the subject, which are extensions of the subject's actions. The speaker explains that these structures are not just in the mind of the observer but are what the child knows how to do, as evidenced by their actions. These structures are demonstrated through the child's ability to perform and deduce consequences from their actions, such as in the example of the child's understanding of the length of a string.

💡Preoperational Stage

The preoperational stage refers to a phase in cognitive development before the child has developed the ability to perform operations or logical reasoning. In the video, the speaker describes how young children at this stage can only make simple distinctions, like pairing small and large objects, as seen in the example of the child arranging sticks into 'little' and 'big' groups.

Highlights

The central idea of genetic epistemology is often misunderstood.

The speaker is neither an empiricist nor a nativist but a constructivist.

Knowledge is seen as continuous construction through interaction with reality, not preformed.

The speaker argues against the empiricist view that knowledge is a functional copy of objects.

Knowledge is an assimilation and interpretation integrated into the subject's prior structures.

The example of children's drawing illustrates that children draw their interpretation, not what they see.

Even simple geometric shapes are interpreted by children based on their understanding, not just copied.

The speaker refutes the nativist or innatist view with the historical construction of mathematical concepts.

Mathematics is built up gradually, not present implicitly from birth.

The construction of knowledge is demonstrated through the example of a child's understanding of a string's length.

The concept of conservation is not naturally understood by children and is constructed over time.

The speaker introduces the concept of operational structures as systems of transformation executed by the subject.

Operations are reversible actions such as addition and subtraction.

The speaker addresses the criticism that structures exist only in the mind of the observer, not the child.

Structures are defined by what the child can do, not by their theoretical understanding.

The child's actions are coordinated, and they can draw consequences from them, indicating an internal structure.

The construction of a structure is observed in how young children sort objects into pairs of small and large.

The example of Barbara, a 3-year-old, demonstrates the pre-operational level of sorting.