By Peter Damerow
The writer of this publication is affiliated with the heart for improvement and Socialization of the Max Planck Institute for Human improvement and Ed ucation in Berlin and heads its application on tradition and cognition which de votes its labors to the reconstruction of clinical strategies via background in a point of view of what can be known as "historical epistemology." he's additionally a member of a comparable study team within the newly based Max Planck Institute for the heritage of technological know-how in Berlin. possibly this double association throws a few gentle at the scope of Damerow's clinical pursuits. In any occasion it's going to clarify why representatives of either those associations take part an attempt to introduce Peter Damerow's writings to an English conversing audi ence. Damerow's scholarship levels throughout largely assorted components together with philosophy and heritage of technology, psychology, and schooling. between his fields of workmanship are the emergence of writing, early Babylonian mathe matics, the background of mathematics, the connection among natural and utilized arithmetic, the speculation and strategies of arithmetic guide, the tran sition from preclassical to classical mechanics, and the historical past and conception of relativity.
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Extra resources for Abstraction and Representation: Essays on the Cultural Evolution of Thinking
Ematical Cognition The Piagetian concept of reflective abstraction inevitably results in stipulating a cognitive activity other than that determined by reflective abstraction, that is, one characterized by 26 CHAPTER I formal abstraction. The assumption, however, that both cognitive modes are independent of each other without which Piaget's biological definition of reflective abstraction would be untenable, leads to theoretical difficulties that can hardly be resolved; for Piaget must postulate the unity of action and cognition, if his most general theoretical assumptions are to be true, of empirical cognition as well.
In other words, it proceeds from a sensorimotor scheme and not from an idea. " (, p. ) 10 On Piaget's Thesis o/the Fundamental Difference Between Empirical and Logico-Math. ematical Cognition The Piagetian concept of reflective abstraction inevitably results in stipulating a cognitive activity other than that determined by reflective abstraction, that is, one characterized by 26 CHAPTER I formal abstraction. The assumption, however, that both cognitive modes are independent of each other without which Piaget's biological definition of reflective abstraction would be untenable, leads to theoretical difficulties that can hardly be resolved; for Piaget must postulate the unity of action and cognition, if his most general theoretical assumptions are to be true, of empirical cognition as well.
Therefore, the implicit assumptions concerning the relationship of the cognitive process and the real movement of the object also require an explication. If, however, an interpretation of the objective logic in terms of genetic epistemology is considered permissible at all, then the alleged correlation goes beyond the connections between reflective abstraction as the structure of the process of the development of logico-mathematical structures and reflection as the most general processing structure of Hegel's logic of essence detailed above and provides numerous interpretive aids.
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