The principal goal of education is to create [people] who are capable of doing new things, not simply of repeating what other generations have done – people] who are creative, inventive, and discoverers. The second goal of education is to form minds which can be critical, can verify, and not accept everything they are offered. The great danger today is of slogans, collective opinions, ready-made trends of thought. We have to be able to resist individually, to criticize, to distinguish between what is proven and what is not. So we need pupils who are active, who learn early to find out by themselves, partly by their own spontaneous activity, and partly through material we set up for them; who learn early to tell what is verifiable and what is simply the first idea to come to them” (Piaget, 1964, p.This statement may encapsulate how Piaget values the child’s own thinking and how educators should help him develop into an independent, critical thinkers who can decide for themselves and not be dependent on what is dictated to them.His “assimilation-accommodation” model of cognitive growth explains the child’s active involvement in his thinking processes. The child’s cognitive structure dictates both what it accommodates (notices in the environment) and what is accommodated to is assimilated (interpreted or given meaning). Roots of Constructivist Education Traced to Piagetian Theories.
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