The Transnational Legacy Of Jean Piaget

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 of this 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.

Transformative leadership emerges as the beacon guiding P-12 schools and higher education institutions through the intricacies of necessary change. Leaders must confront the perennial challenges faced by educational institutions head-on, equipped with an array of innovative strategies and a commitment to fostering equitable practices, from addressing inclusion, diversity, and belonging to navigating the complex terrain of school change. In Transformative Leadership and Change Initiative Implementation for P-12 and Higher Education, the echoes of Heraclitus's wisdom reverberate, reminding educational leaders that the only constant is change. This book delves into the core of transformative strategies employed by thought leaders across the educational spectrum, from P-12 schools to university corridors. Guided by transformative leadership principles, this book traverses the intricate tapestry of topics such as technology integration, educational entrepreneurship, and global citizenship, providing a roadmap for leaders to navigate the complexities of the modern educational landscape. The emphasis on social-emotional leadership and learning underscores the importance of nurturing the holistic development of students, ensuring they thrive both academically and emotionally.

Comparative and International Education is a seemingly infinite field, and it has always tested new frontiers since it was launched as a field of scholarly enquiry 200 years ago by the vision of Marc-Antoine Jullien. The philanthropic mission which Jullien spelled out for the field remains its most noble. The contributions to this book look afresh at this mission, within the context of twenty-first century globalised society, while also highlighting and re-assessing other sources in the field. This book was originally published as a special issue of Compare: A Journal of Comparative and International Education.

A clear presentation of Piaget's new discipline, genetic epistemology, as a reality, one pregnant with activity, this work will help to counteract the irrelevances and confusion in educating for values today.

In his detailed account of Jean Piaget's childhood and adolescence Neuchatel -Vidal reveals a little-known Piaget, a youth whose struggle to reconcile science and faith adds a new dimension to our understanding of the great psychologist's life, thought, and work.

This edited volume reflects on how the “transnational” features in education as well as policies and practices are conceived of as mobile and connected beyond the local. Like “globalization,” the “transnational” is much more than a static reality of the modern world; it has become a mode of observation and self-reflection that informs education research, history, and policy in many world regions. This book examines the sociocultural project that the “transnational turn” evident in historical scholarship of the last few decades represents, and how a “transnational history” shapes how historians construct their objects of study. It does so from a multinational perspective, yet with a view of the different layers of historical meanings associated with the concept of the transnational.

This collection of original contributions by leading researchers celebrates the 1996 centenary of the births of the two most seminal figures in education and developmental psychology - Jean Piaget and Lev Vygotsky. Research in their footsteps continues worldwide and is growing. What are the implications for the future for this extensive programme? Which of the large body of findings has proved most important to current research? Based around five themes, these original contributions cover educational intervention and teaching, social collaboration and learning, cognitive skills and domains, the measurement of development and the development of modal understanding.

This book challenges received wisdom and the tendency to reduce philosophical issues of value to purely technical issues of measurement and management.