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1、JACQUESVONECHEANDFERNANDOVIDALJEANPIAGETANDTHECHILDPSYCHOLOGISTThemostfrequentassociationwiththenameofPiagetcertainlyischildpsychology.However,wheneverPiagethadanoccasiontocelebrate,hesystematicallyexcludeditfromtherealmofhismanifoldactivities.Twoinst
2、ancesareexemplaryofthisneglect:Piaget'seightiethbirthdayinGeneva~andthescientifictributepaidtohismemoryinGenevaonNovember3,1981.2Onbothoccasionsreferencesweremadetopracticallyallthevariousareasofmodernscience,butnottochildpsychology.Thisisratherpuzzli
3、ngsince,withallduerespectforJeanPiaget'sgenius,thecourseofphysics,mathematics,biology,logicorpsychophysiologywashardlyalteredbyhisexistence,whereaschildpsychologywouldneverbethesame.Indeed,Piagetbecameadominantfigureinadomainthat,atleastexplicitly,hen
4、eitherwantedtobeidentifiedwith,norintendedtoadvance.Piaget'slackofconcernforadOmainuniversallyassociatedwithhistheoryandresearchesrevealsanattitudethathasconsiderablydamagedthePiagetiancontributiontoscience,especiallytotheverysciencehehelpedtocreatean
5、dinstitutionalize.ThedamagethatPiagethasinflictedonchildpsychologyconsistsofthefollowing.Byestablish-inghimselfinstitutionallyasapsychologist,3hepromotedhispointofviewasifitwereapsychologicalsystemoftheoreticalimportancesuperiortothatofotherchildpsych
6、ologies.This"importance"derivedfromthefactthatPiagetreintroducedepistemologicalconcernsintodevelopmentalresearch.However,hedidnotrevealtoagenerallyunpreparedpublicthebiasesthatorientedhispresentationofphilo-sophicalproblems.Theresultwasthatmanychildps
7、ychologistsnotonlylearnedaveryparticularviewofwhatepistemologyisandofhowitworks,butalsoendedupbehavingasiftheirmissionwerenottounderstandhumanpsychologybetter,buttosolveepistemologicalproblemsthroughtheconstructionofPiaget'sabstract"epistemicsubject".
8、Atthesametime,sincePiagetpaidlipservicetosuchviewpointsasinteractionismandconstructivism,thosepsychologistshavetendedtobelievethattheyareadvancingtheknowledgeofhumanbeingsasSynthese65(1985)121-138.0039-7857/85.10©1985byD.ReidelPublishingCompan
