THE POSSIBLE ROLE OF INTUITION IN THE CHILD'S EPISTEMIC BELIEFS IN THE PIAGETIAN DATA SET

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Bickart, J. (2013). THE POSSIBLE ROLE OF INTUITION IN THE CHILD'S EPISTEMIC BELIEFS IN THE PIAGETIAN DATA SET. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

U.S. schools teach predominately to the analytical, left-brain, which has foundations in behaviorism, and uses a mechanistic paradigm that influences epistemic beliefs of how learning takes place. This result is that learning is impeded. Using discourse analysis of a set of Piagetian children, this study re-analyzed Piaget's work. This study found that, although the participating children answered from both an intuitive and an analytical perspective, Piaget's analysis of the interviews ignored the value in the intuitive, right-brain answers; Piaget essentially stated that the children were only doing valuable thinking when they were analytical and logical. Using other comparable re-analysis as the yardstick, this study extended Piaget's original interpretations. Implications for teaching and learning are also described. This study also extends a call for research into a pedagogical balance between analytic and intuitive teaching.

Details
Author

Bickart, John

Title

THE POSSIBLE ROLE OF INTUITION IN THE CHILD'S EPISTEMIC BELIEFS IN THE PIAGETIAN DATA SET

Physical Description

1 online resource (195 pages) : PDF

Date

2013

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

U.S. schools teach predominately to the analytical, left-brain, which has foundations in behaviorism, and uses a mechanistic paradigm that influences epistemic beliefs of how learning takes place. This result is that learning is impeded. Using discourse analysis of a set of Piagetian children, this study re-analyzed Piaget's work. This study found that, although the participating children answered from both an intuitive and an analytical perspective, Piaget's analysis of the interviews ignored the value in the intuitive, right-brain answers; Piaget essentially stated that the children were only doing valuable thinking when they were analytical and logical. Using other comparable re-analysis as the yardstick, this study extended Piaget's original interpretations. Implications for teaching and learning are also described. This study also extends a call for research into a pedagogical balance between analytic and intuitive teaching.

Genre

doctoral dissertations

Subjects--Topics

Education
Education, Elementary
Cognitive psychology

Degree

Ph.D.

Keywords

Analysis
Deficit
Diversity
Holistic
Intuition
Right-Brain

Subject Area

Curriculum & Instruction

Advisor(s)

Hutchison, Charles

Committee Members

Germain, Felix
Rock, Tracy
VanSledright, Bruce

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2013.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Bickart_uncc_0694D_10472

Permalink

http://hdl.handle.net/20.500.13093/etd:537