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^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Xg4d0vskpq","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ17Ӻ","startOffset":3091,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ17Ӻ","endOffset":4043°Ӻ,"quote":"One reason why that question seems quite urgent, is that the word “reflection”, ever since Locke introduced it into the human sciences, has implied a conscious mind that does the reflecting. A second reason is that in many places where Piaget draws the distinction between the “figurative” and the “operative”, this tends to reinforce the notion that the operative (what Locke described as “the ideas the mind gets by reflecting on its own operations”) requires consciousness. As a consequence, it would be desirable to unravel when, in Piaget’s theory of the cognitive development, the capability of conscious reflection arises. Piaget himself, as I have said elsewhere (von Glasersfeld, 1982), rarely makes explicit whether, in a given passage, he is interpreting what he is gathering from his observations (observer’s point of view), or whether he is conjecturing an autonomous view from the observed subject’s perspective (cf. Vuyk, 1981, Vol.II).","highlights":Ӷ^"jQuery3210023416141222439182":^°°,^"jQuery3210023416141222439182":^°°,^"jQuery3210023416141222439182":^°°Ӻ,"text":"","order":"mw-content-text","category":"WissenschaftlicheReferenz2","data_creacio":1560432489369°
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