Piaget's views of cognitive development have broad implications for educational institutions charged with fostering such development. The child is viewed as an active seeker of knowledge. This pursuit is advanced by his or her experimental engagement with problems which are slightly more complex than those problems successfully worked through in the past. The teacher is a facilitator of the opportunities for such cognitive growth, not a lecturer or a drillmaster. The teacher provides physical materials that can be experimentally manipulated. Such materials can be simple: Blocks, stones, bottle caps, and plastic containers all can be classified, immersed in water, thrown into fire, dropped, thrown, or balanced. Facilitating peer relation ships and cooperation in playing games is also helpful in encouraging social role-taking and moral development.
Because each student pursues knowledge at his or her own pace and in his or her own idiom, great freedom and variety may be permitted in an essentially open classroom. The teacher may nudge the student toward cognitive advancement by presenting a problem slightly more complex than that already comprehended by the student. A student who understands conservation of number may be ready for problems involving the conservation of length, for example. The teacher, however, does not reinforce correct answers or criticize incorrect ones. Sequencing is crucial. The presentation of knowledge or skill before the child is ready can result in superficial, uncom-prehended verbalisms. Piaget does not totally reject the necessity of the inculcation of social and cultural niceties (social-arbitrary knowledge), the focus of traditional education. He would maintain, however, that an experimentally based understanding of physical and social relationships is crucial for a creative, thoughtful society.
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