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  1. Democracy and education : An introduction to the philosophy of education.John Dewey - 1916 - Mineola, N.Y.: Macmillan. Edited by Nicholas Tampio.
    Dewey's book on Democracy and Education established his credentials in the field of education and once counted as his most important book. It has been re-published in many editions and continuously in print ever since the original publication in 1916.
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  • Godel, Escher, Bach: An Eternal Golden Braid.Douglas Richard Hofstadter - 1979 - Hassocks, England: Basic Books.
    A young scientist and mathematician explores the mystery and complexity of human thought processes from an interdisciplinary point of view.
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  • (1 other version)Experience and education.John Dewey - 1998 - West Lafayette, Ind.: Kappa Delta Pi.
    Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education.
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  • (1 other version)Ontogeny and Phylogeny.Stephen Jay Gould - 1978 - Philosophy of Science 45 (4):652-653.
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  • Epigenetic Inheritance and Evolution: The Lamarckian Dimension.Eva Jablonka & Marion J. Lamb - 1995 - Oxford University Press UK.
    '...a challenging and useful book, both because it provokes a careful scrutiny of one's own basic ideas regarding evolutionary theory, and because it cuts across so many biological disciplines.' -The Quarterly Review of Biology 'In my view, this work exemplifies Theoretical Biology at its best...here is rampant speculation that is consistently based on cautious reasoning from the available data. Even more refreshing is the absence of sloganeering, grandstanding, and 'isms'.' -Biology and Philosophy 'Epigenetics is fundamental to understanding both development and (...)
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  • (1 other version)The reflex arc concept in psychology.John Dewey - 1896 - Psychological Review 3:357-370.
    Dewey on the reflex arc concept--an important theme in William James.
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  • Development and evolution: including psychophysical evolution, evolution by orthoplasy, and the theory of genetic modes.James Mark Baldwin - 1902 - Caldwell, N.J.: Blackburn Press.
    Here reprinted from the 1902 Macmillan edition.
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  • (1 other version)Experience and Education.John Dewey - 1938/2008 - Philosophy 14 (56):482-483.
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  • Niche construction, biological evolution, and cultural change.Kevin N. Laland, John Odling-Smee & Marcus W. Feldman - 2000 - Behavioral and Brain Sciences 23 (1):131-146.
    We propose a conceptual model that maps the causal pathways relating biological evolution to cultural change. It builds on conventional evolutionary theory by placing emphasis on the capacity of organisms to modify sources of natural selection in their environment (niche construction) and by broadening the evolutionary dynamic to incorporate ontogenetic and cultural processes. In this model, phenotypes have a much more active role in evolution than generally conceived. This sheds light on hominid evolution, on the evolution of culture, and on (...)
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  • I Am a Strange Loop.Douglas R. Hofstadter - 2007 - New York, NY, USA: Basic Books.
    Can thought arise out of matter? Can self, soul, consciousness, “I” arise out of mere matter? If it cannot, then how can you or I be here? I Am a Strange Loop argues that the key to understanding selves and consciousness is the “strange loop”—a special kind of abstract feedback loop inhabiting our brains. The most central and complex symbol in your brain is the one called “I.” The “I” is the nexus in our brain, one of many symbols seeming (...)
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  • Conceptual Differences Between Children and Adults.Susan Carey - 1988 - Mind and Language 3 (3):167-181.
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  • The Child is a Theoretician, Not an Inductivist.Annette Karmiloff-Smith - 1988 - Mind and Language 3 (3):183-196.
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  • Necessary Knowledge: Piagetian Perspectives on Constructivism.Leslie Smith & Leslie Allan Smith - 1993 - Psychology Press.
    The main conclusion drawn in this text is that Piaget's accounts of the construction of necessary knowledge continue to have an intelligible and respectable bases.
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  • (1 other version)Ontogeny and Phylogeny.Stephen J. Gould - 1979 - Science and Society 43 (1):104-106.
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  • The scientist as child.Alison Gopnik - 1996 - Philosophy of Science 63 (4):485-514.
    This paper argues that there are powerful similarities between cognitive development in children and scientific theory change. These similarities are best explained by postulating an underlying abstract set of rules and representations that underwrite both types of cognitive abilities. In fact, science may be successful largely because it exploits powerful and flexible cognitive devices that were designed by evolution to facilitate learning in young children. Both science and cognitive development involve abstract, coherent systems of entities and rules, theories. In both (...)
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  • The development of conscious control in childhood.Philip David Zelazo - 2004 - Trends in Cognitive Sciences 8 (1):12-17.
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  • The Developmental Psychology of Jean Piaget.John H. Flavell & Jean Piaget - 1963 - British Journal of Educational Studies 12 (1):107-107.
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  • (1 other version)Consciousness and evolution.James Mark Baldwin - 1896 - American Naturalist.
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  • Getting it Wrong from the Beginning: Our Progressivist Inheritance from Herbert Spencer, John Dewey, and Jean Piaget.Kieran Egan, Herbert Spencer, John Dewey & Jean Piaget - 2002 - Yale University Press.
    The ideas upon which public education was founded in the last half of the nineteenth century were wrong. And despite their continued dominance in educational thinking for a century and a half, these ideas are no more right today. So argues one of the most original and highly regarded educational theorists of our time in 'Getting It Wrong from the Beginning'. Kieran Egan explains how we have come to take mistaken concepts about education for granted and why this dooms our (...)
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  • The Child as Parent of The Scientist.Philip Kitcher - 1988 - Mind and Language 3 (3):217-228.
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  • (2 other versions)Mental Development in the Child and the Race.James Mark Baldwin - 1894 - The Monist 5:633.
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  • The Hegel Legend of Thesia-Antithesis-Synthesis.Gustav E. Mueller - 1958 - Journal of the History of Ideas 19 (1/4):411.
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  • Thomas Kuhn's impact on science education: What lessons can be learned?Michael R. Matthews - 2004 - Science Education 88 (1):90-118.
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  • In defense of Piaget's theory: A reply to 10 common criticisms.Orlando Lourenço & Armando Machado - 1996 - Psychological Review 103 (1):143-164.
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  • Genetic Epistemology and Piaget's Philosophy of Science: Piaget vs. Kuhn on Scientific Progress.Jonathan Y. Tsou - 2006 - Theory and Psychology 16 (2):203-224.
    This paper concerns Jean Piaget's (1896–1980) philosophy of science and, in particular, the picture of scientific development suggested by his theory of genetic epistemology. The aims of the paper are threefold: (1) to examine genetic epistemology as a theory concerning the growth of knowledge both in the individual and in science; (2) to explicate Piaget's view of ‘scientific progress’, which is grounded in his theory of equilibration; and (3) to juxtapose Piaget's notion of progress with Thomas Kuhn's (1922–1996). Issues of (...)
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  • (1 other version)Psychology.John Dewey - 1887 - Mind 12 (47):439-443.
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  • Imitation: A chapter in the natural history of consciousness.James Mark Baldwin - 1894 - Mind 3 (9):26-55.
    IMITATION is a matter of such familiarity to us all that it goes usually unattended to: so much so that professed psychologists have left it largely undiscussed. Whether it be one of the more ultimate facts or not, suppose we assume it to be so; let us then see what we can explain by it, and where we may be able to trace its influence in the developed mind.
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  • Faraday and Piaget: Experimenting in relation with the world.Elizabeth Cavicchi - 2006 - Perspectives on Science 14 (1):66-96.
    : The natural philosopher Michael Faraday and the psychologist Jean Piaget experimented directly with natural phenomena and children. While Faraday originated evidence for spatial fields mediating force interactions, Piaget studied children's cognitive development. This paper treats their experimental processes in parallel, taking as examples Faraday's 1831 investigations of water patterns produced under vibration and Piaget's interactions with his infants as they sought something he hid. I redid parts of Faraday's vibrating fluid activities and Piaget's hiding games. Like theirs, my experiences (...)
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  • Constructivism in school science education: powerful model or the most dangerous intellectual tendency?Edgar W. Jenkins - 2000 - Science & Education 9 (6):599-610.
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  • Piaget on play: A critique.Brian Sutton-Smith - 1966 - Psychological Review 73 (1):104-110.
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  • (1 other version)Is Popper's falsificationist heuristic a helpful resource for developing critical thinking?Chi-Ming Lam - 2007 - Educational Philosophy and Theory 39 (4):432–448.
    Based on a rather simple thesis that we can learn from our mistakes, Karl Popper developed a falsificationist epistemology in which knowledge grows through falsifying, or criticizing, our theories. According to him, knowledge, especially scientific knowledge, progresses through conjectures that are controlled by criticism, or attempted refutations . As he puts it, ‘Criticism of our conjectures is of decisive importance: by bringing out our mistakes it makes us understand the difficulties of the problem which we are trying to solve. This (...)
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  • La psychologie de l'intelligence.E. Claparède - 1917 - Scientia 11 (22):353.
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  • Ralph D. Ellis and Natika Newton, eds. Consciousness & Emotion, vol. 1.J. T. Burman - 2006 - Journal of Consciousness Studies 13 (12):115.
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  • Response to Brian Sutton-Smith.Jean Piaget - 1966 - Psychological Review 73 (1):111-112.
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  • Reconsidering the role of overcoming perturbations in cognitive development: constructivism and consicousness.Joe Becker - 2004 - Human Development 47 (2):77-93.
    Constructivist theory must choose between the hypothesis that felt perturbation drives cognitive development (the priority of felt perturbation) and the hypothesis that the particular process that eventually produces new cognitive structures first produces felt perturbation (the continuity of process). There is ambivalence in Piagetian theory regarding this choice. The prevalent account of constructivist theory adopts the priority of felt perturbation. However, on occasion Piaget has explicitly rejected it, simultaneously endorsing the continuity of process. First, I explicate and support this latter (...)
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  • The foundations of radical constructivism: An interview with Ernst Von glasersfeld. [REVIEW]Liberato Cardellini - 2006 - Foundations of Chemistry 8 (2):177-187.
    Constructivism rejects the metaphysical position that “truth”, and thus knowledge in science, can represent an “objective” reality, independent of the knower. It modifies the role of knowledge from “true” representation to functional viability. In this interview, Ernst von Glasersfeld, the leading proponent of Radical Constructivism underlines the inaccessibility of reality, and proposes his view that the function of cognition is adaptive, in the biological sense: the adaptation is the result of the elimination of all that is not adapted. There is (...)
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