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Series Editor’s Preface

Published online by Cambridge University Press:  07 October 2011

Eric Amsel
Affiliation:
Weber State University, Utah
Judith Smetana
Affiliation:
University of Rochester, New York
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Summary

Series Editor’s Preface

In 1970, Jean Piaget participated in a workshop that instigated vigorous discussion in higher education circles about the importance of traversing the boundaries across the disciplines. The workshop, entitled “L’interdisciplinarité–Problèmes d’enseignement et de recherche dans les universities,” was held in Nice, France, in September 1970 and the proceedings were published in 1972 as a monograph entitled Interdisciplinarity: Problems of Teaching and Research in Universities (Paris: Organization for Economic Cooperation and Development). This workshop and the book that resulted from it set the stage for ongoing debates about how best to view work going on at the intersection of disciplinary boundaries. Piaget’s remarks made clear that new conceptual frameworks were needed, frameworks that underscored the importance of augmenting disciplinary knowledge in order to address the enduring challenges of our times. Whether to do so from multi-, trans-, or interdisciplinary bases and what precisely each of these constructs adds to disciplinary discussions has been hotly debated for the ensuing four decades. What Piaget was wrestling with in 1970 and many others have been pursuing since then are two enduring issues: the complexity of knowledge and the importance of viewing knowledge construction as a process embedded in real time. Piaget understood early on what has become more obvious now, namely the importance of going beyond disciplinary limitations both theoretically and methodologically. This insight has shaped modern thinking on knowledge and development in significant ways.

Around the same time that Piaget spoke at the OECD workshop, a new society was formed. In 1970, the Jean Piaget Society was founded. It has since provided an internationally recognized forum for inquiry about and advances of significant problems in the developmental sciences. The Society has had a long-standing commitment to developmental perspectives and has been deeply concerned with theories and conceptualizations of development and the ways developmental perspectives connect to and influence research. Since renamed The Jean Piaget Society for Knowledge and Development, the Society organizes and sponsors a book series, an annual meeting of plenary addresses and scholarly presentations, a scholarly journal (Cognitive Development), and a Web site (http://www.piaget.org). Across venues, participating scholars come from a range of disciplines, including departments of psychology, anthropology, linguistics, sociology, biology, philosophy, and education.

Type
Chapter
Information
Adolescent Vulnerabilities and Opportunities
Developmental and Constructivist Perspectives
, pp. xi - xiv
Publisher: Cambridge University Press
Print publication year: 2011

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  • Series Editor’s Preface
  • Edited by Eric Amsel, Weber State University, Utah, Judith Smetana, University of Rochester, New York
  • Book: Adolescent Vulnerabilities and Opportunities
  • Online publication: 07 October 2011
  • Chapter DOI: https://doi.org/10.1017/CBO9781139042819.001
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  • Series Editor’s Preface
  • Edited by Eric Amsel, Weber State University, Utah, Judith Smetana, University of Rochester, New York
  • Book: Adolescent Vulnerabilities and Opportunities
  • Online publication: 07 October 2011
  • Chapter DOI: https://doi.org/10.1017/CBO9781139042819.001
Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

  • Series Editor’s Preface
  • Edited by Eric Amsel, Weber State University, Utah, Judith Smetana, University of Rochester, New York
  • Book: Adolescent Vulnerabilities and Opportunities
  • Online publication: 07 October 2011
  • Chapter DOI: https://doi.org/10.1017/CBO9781139042819.001
Available formats
×