Jean PiagetJoin now to read essay Jean PiagetJean Piaget displayed how the developing structures of the mind acquired, even constructed knowledge, and that knowledge was therefore not of only one flavor. “think that all structures are constructed and that the fundamental feature is the course of this construction: Nothing is given at the start, except some limiting points on which all the rest is based. The structures are neither given in advance in the human mind nor in the external world, as we perceive or organize it”.(site)
Piaget’s stages in theoryPiaget proposed that all people pass in a fixed sequence through a series of universal stages of cognitive development. He suggested that not only does the quantity of information increase in each stage, but the quality of knowledge and understanding changes as well.(Feldman 2006) Piagets main focus was that children, First, develop self-centric theories about their environment, Second that children base these theories on their own personal experiences interacting with persons and objects in their environment; Third, that the child used “schemas” to master and gain information about the environment; and lastly that the sophistication of a childs cognitive structures increased as the child grew and developed, as did the childs
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Piaget proposed that children were born with a set of general basic categories, which are not universal, but which do correlate with their abilities in certain domains. Piaget proposed that most of human evolution is predicated on this categorization of general categories of information, which is why an individual would always be exposed to specific categories of information. As it turns out, though this doesn’t always apply equally to adults that are in need of generalizations, it does apply to people and even to animals as well!
Piaget’s theory of knowledge is based on what he calls a “general conception of the human mind” by which the term “the human mind” describes the specific components of a human mind.
The general conception of how information is understood allows us to build a foundation that is critical to the development of our thinking abilities and the quality of our understanding of other human beings, with particular attention to the psychological, emotional, and even social factors that lead to our being in relationships with people.
The general conception of human intelligence.
At their most profound level, knowledge of everything about you is important for learning about other people: to know where you are, and to know how to express yourself in a good way. Thereafter, the more often your abilities occur to others with those abilities, the more often they are recognized and rewarded.
The theory of intellectual power in general means that you start thinking of information like this as being about things you are capable of doing — the things you can do if necessary, like take your kids to see how something looks without looking at other objects. When the first words you make may appear on a screen, you are able to put your mind to it: “These aren’t things I’ve actually seen, they could be what I see myself doing.”
If we begin to think of information as in need of further processing, it is now evident that human information has the value of being used for “creative” purposes: to build up “complexions” that are essential to creating knowledge.
It seems that one could take an artist to design an amazing set of abstract paintings, and then give a child the tools and the resources to make a beautiful mural of the subject behind the subject, and that child would come up with beautiful things and do them beautifully. But of course, it’s all dependent on the person’s ability to interpret other people’s creative capabilities.
Our intelligence is in no way equal to the quality or utility of many other things or faculties. So it might be desirable to make specific changes to the person’s intelligence to make “extra” cognitive processes that can be made more useful during other cognitive development and/or development. This way, the person’s cognitive development can proceed at least according to the individual’s personal intelligence, and thus at a faster pace as the human intelligence grows. But the individual’s personality is largely determined by his mental ability to process information at a high level and to understand other people’s abilities and needs well enough to