The Transnational Legacy of Jean Piaget: A View from the 21st Century (Latin American Voices)

This book presents a collection of studies on the circulation of Jean Piaget's ideas and works between Europe and Latin America, and how this transnational legacy influenced different fields of research and practice, such as psychology, education and philosophy. The volume brings together contributions presented at the International Colloquium Jean Piaget in Brazil and Latin America, held during the 38th Annual Helena Antipoff Meeting, organized by the Federal University of Minas Gerais, Brazil, in collaboration with the University of Geneva, Switzerland. The book is organized in three parts. Chapters in the first part analyze Piaget's role as a builder of an international network in psychology, education and peace promotion in the 20th century, with a special focus on the circulation of his ideas and works between Switzerland and France. The second part focuses on historical and contemporary dialogues, conflicts and controversies between Piaget and other authors, such as Henri Wallon, Carl Rogers, Jürgen Habermas, and, especially, Helena Antipoff, the Russian-Brazilian psychologist and educator who was one of the first researchers to introduce Piaget in Brazil and to establish a bridge between Latin America and the Geneva school of psychological and educational sciences. Finally, chapters in the third part of the book explore different aspects of the reception and appropriation of Piaget's works and ideas in the Brazilian context. The Transnational Legacy of Jean Piaget: A View from the 21st Century will be of interest to researchers in different fields within the human and social sciences, such as developmental, educational and school psychologists; educators; philosophers and historians of psychology and education interested in understanding how Piaget's progressist ideas have contributed to the development of psychological and educational sciences in Europe and Latin America. Some chapters ofthis book were originally written in Portuguese and French and translated into English with the help of artificial intelligence. A subsequent human revision was done primarily in terms of content. The Transnational Legacy of Jean Piaget A View from the 21st Century Copyright Foreword by William B. Gomes Series Editor’s Preface Piaget Overseas References Contents Chapter 1: Introduction Organization of the Book Aspects of Piagetian Influences, from the Local to the Universal Dialogues, Conflicts and Controversies Concerning Piaget’s Research, in History and Present Days Presence of Piaget’s Work in Brazil, as a Researcher and Educational Leader References Part I: Jean Piaget as a Builder of an International Network in Psychology, Education and Peace Promotion in the Twentieth Century Chapter 2: Why Piaget Enchants Me? The Importance of Piaget’s Theory Introduction Interdisciplinarity Constructivism Interactionism Assimilation and Accommodation Action Method The Part-Whole Relationship Final Considerations References Chapter 3: How to Create a Research Method: Piaget From Neuchâtel to Paris 1920 Introduction First Moment: The Lake of Annecy and Philosophy Second Moment: Reymond, Mathematics, and Realism Third Moment: Piaget in Paris Final Considerations References Chapter 4: “The Ascent from the Individual to the Universal”: Piagetian Theory Applied to Intergovernmental Cooperation in Education Early Thinking on Education and Moral Judgment A Focus on Issues of Education and Moral Judgment: The Basis for Political Universalism The Theory of Development and Education Underlying the IBE Director’s Work and the Contradictions That Arise from It The IBE’s Modus Operandi A Motto: Unity in Diversity A Posture: Neutrality, Objectivity, and Its Compromises The Conditions for a Comparative Pedagogy Conclusion Bibliography Sources References Chapter 5: Piaget and Education: A Contemporary View Final Considerations References Chapter 6: Peace Education and Integral Ecology: Inspiration in Piaget at the Legacy of Pierre Weil Introduction: Pierre Weil and Jean Piaget – A Parallel Citizen of the World UNESCO and UNIPAZ The Basic Principle of UNESCO Is Being Forgotten Education for Peace and Integral Ecology The Fundamental Theory of UNIPAZ Transcommunication Science and Faith References Part II: Dialogues, Conflicts and Controversies Concerning Piaget’s Research in History and Present Days Chapter 7: How Does an Author Become a Classic? Exploring the Reception of Piaget in France During the Interwar Period with a New Methodology An Epistemology of Reception Classics and Reception Literary and Scientific Reception Piagetian Historiography and Reception Goals and Methodology The Reception of Piaget’s Works in French Scientific Journals During the Interwar Period The Reception Fields Textual Genres Citation Profiles The Contents of the Reception: The Evaluations Scale for Evaluating the Types of Arguments in Piaget’s quotes Toward a Model of the Reception Field Conclusion References Chapter 8: Future Directions: Beyond a “Psychosociology” Integrating Piaget and Habermas Introduction Detranscendentalization Detranscendentalized Ethics Detranscendentalizing “Psychosociology” Future Paths: Ecologies of Meanings Transversality of Communication Common Sense Process of Detranscendentalization Imagery, Holosmeros, Functionuring, Nulture De-epistemologizing, De-disciplinarizing, Crossing, Transgressing On a Final Note, for Now... References Chapter 9: Piaget-Wallon Debate on the Origin and Development of Symbolic Thought Presentation and Contextualization of the Problem How We Address the Issue: Limits of Such an Approach Some Results The Symbolic Function and Representation for Piaget The Symbolic Function and Representation in Wallon’s Theory The Debate in a Synthesis Conclusions: Propositions for Future Work References Chapter 10: Helena Antipoff’s Education and Work in Intersection with Piagetian Notions and Curriculum Internationalization Concepts Introduction Culture by Helena Antipoff The Domestic Internationalization by Helena Antipoff Curriculum by Helena Antipoff The Other by Helena Antipoff The Identity by Helena Antipoff The Glocal by Helena Antipoff Final Remarks References Chapter 11: Piaget x Antipoff: Child Justice and Morality Under the Mediation of Kant Prologue The Article in Question The Quote from Piaget Kant, Antipoff, Piaget By Way of Conclusion References Chapter 12: Jean Piaget’s Historical-Critical Method Applied to an Epistemological Research on Carl Rogers Introduction The Conditions for Using the Historical-Critical Method The Genesis and Logic of Using the Historical-Critical Method An Example of the Application of the Historical-Critical Method Based on the Psychology of Carl Rogers Conclusion References Chapter 13: Piaget’s Reading Perspectives in Argentina: Censorship Effects During the Last Military Dictatorship Introduction Piaget’s Readings Evolvement in Argentina First References to Piaget at Psychology Programs New Perspectives and Articulations of Piaget’s Work Censorship Under the Dictatorship: Surveillance Framework for Piaget’s Work The Surveillance to the Piagetian Perspective Another Source of Tension Discussion References Part III: Presence of Piaget’s Work in Brazil, as a Researcher and Educational Leader Chapter 14: Variations of the Pedagogical Collaboration Settled Between the International Bureau of Education and Brazil: The Role of International Agents (1925–1952) Laura Jacobina Lacombe, Peace Education Ambassador for Brazil Lourenço Filho: The Technical and Diplomatic Correspondent of the IBE in Brazil Helena Antipoff’s Work in Belo Horizonte Disseminated and Supported by the IBE Multiple Collaborations: An Educational Internationalism that Is Shaped According to the Voice of Its Transnational Agents Conclusion References Chapter 15: Appropriations of Jean Piaget’s Ideas by the Culture of the Print Media in Minas Gerais State/Brazil (1930–1940): Understanding Children’s Thinking for the Improvement of Education The Psychology Laboratory of the Escola de Aperfeiçoamento and the Spreading of Psychology in Minas Gerais Mental Development and the Appropriations of Piaget The Child’s Logic and Entry into School Life Final Considerations References Chapter 16: Self-Government and Group Work in Search of a Democratic Education – Dialogues of Helena Antipoff with Jean Piaget Introduction Method The International Bureau of Education (IBE) and Jean Piaget The Diffusion of Active Methods of Group Work and Self-Government by Jean Piaget at the IBE The Appropriation of the Educational Model of Group Work and Self-Government in the Rosario Farm-School Final Considerations References Documentary Sources Chapter 17: The Appropriation of Jean Piaget’s Work in Rio de Janeiro in the 1980s: The Production of Styles in Singular Networks Brief Work Plan Flow of Consciousness and Streams of Memory: The First Stage of the Production of Mnemonic Impressions Some Historical Tools: An Acceptable Presentism and Notes on Oral History Does the Piaget that Sings Here, Sing As He Does There? The Flavors of Piagetian Appropriation Historical Operations and Historiographies in Action: The Second Stage of Treatment, or the Historical Operation Collective Signatures, or Secondary Mechanisms of the Production of Styles Conclusion References Chapter 18: The Reception of Piaget’s Ideas: Assimilations and Contemporary Views in Brazil Introduction The Origins of Piaget’s Ideas in Brazil: Uses and Distortions Tendencies of Piagetian Constructivism Perspectives on Constructivism References Part IV: Concluding Remarks – Piaget in the Twenty-First Century Chapter 19: Why Piaget in the Twentieth First Century? Piagetian Works Inspire New Views in the Twenty-First Century Concluding Remarks References Index