Jean Piaget and the autonomous disciples, Alina Szeminska and Bärbel Inhelder: From the "critical method" to the appropriation of research culture.

IF 1.1 4区 心理学 Q1 HISTORY OF SOCIAL SCIENCES
History of Psychology Pub Date : 2024-11-01 Epub Date: 2024-07-25 DOI:10.1037/hop0000261
Marc J Ratcliff
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引用次数: 0

Abstract

The problems addressed in this article are the transition from the Piagetian clinical method to the so-called critical method, that is, the use of objects manipulated by both the experimenter and the child, and the study of the role of Piaget's female collaborators--in particular Alina Szeminska and Bärbel Inhelder--in the establishment of the critical method. Several authors suggested that Inhelder was behind certain Piagetian experimental devices and the critical method. To evaluate this thesis, we used segment analysis, dealing with the isolable, relevant, and necessary parts of an experiment. Intensive research into Piaget's research data and publications from the 1920s, compared with the early publications of Szeminska and Inhelder, showed that it was Piaget who, as early as 1922, made the transition from the clinical to the critical method and invented a number of experimental setups, including those attributed to Inhelder. On the other hand, Szeminska appeared as the creator of her experimental design. To interpret this situation, we used the concept of research culture and the focus shifted from priority issues to methodological and social practices: Piaget's students had to appropriate his research culture, a "system of methods" in a dynamic relationship. This enabled their inclusion into his research programs by learning to create new devices and thus become autonomous disciples. Piaget adopted a strategy of generosity, making available to his students research directions that he had already dealt with, on which they specialized and which he had given priority, thus helping them in their careers. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

让-皮亚杰(Jean Piaget)与自主弟子阿琳娜-塞明斯卡(Alina Szeminska)和贝贝尔-因海尔德(Bärbel Inhelder):从 "批判方法 "到研究文化的占有。
本文探讨的问题是从皮亚杰的临床方法过渡到所谓的批判方法,即使用由实验者和儿童共同操作的物体,以及研究皮亚杰的女性合作者--特别是阿琳娜-塞明斯卡和贝贝尔-因海尔德--在批判方法的建立中所扮演的角色。有几位作者认为,因海尔德是皮亚杰某些实验手段和批判方法的幕后推手。为了评估这篇论文,我们采用了分段分析法,处理实验中可分离的、相关的和必要的部分。通过对皮亚杰 20 世纪 20 年代的研究资料和出版物进行深入研究,并与斯泽明斯基和因海德尔的早期出版物进行比较,发现皮亚杰早在 1922 年就实现了从临床法到批判法的过渡,并发明了许多实验装置,其中包括因海德尔发明的实验装置。而塞明斯卡则是其实验设计的创造者。为了解释这种情况,我们使用了 "研究文化 "这一概念,并将重点从优先问题转移到了方法论和社会实践上:皮亚杰的学生必须适应他的研究文化,这是一种动态关系中的 "方法体系"。这样,他们就能通过学习创造新工具,融入他的研究计划,从而成为自主的门徒。皮亚杰采取了一种慷慨的策略,将他已经处理过的、学生擅长的、他优先考虑的研究方向提供给学生,从而帮助他们的职业生涯。(PsycInfo Database Record (c) 2024 APA, 版权所有)。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
1.40
自引率
20.00%
发文量
23
期刊介绍: History of Psychology features refereed articles addressing all aspects of psychology"s past and of its interrelationship with the many contexts within which it has emerged and has been practiced. It also publishes scholarly work in closely related areas, such as historical psychology (the history of consciousness and behavior), psychohistory, theory in psychology as it pertains to history, historiography, biography and autobiography, and the teaching of the history of psychology.
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