{'fraction_non_alphanumeric': 0.02608695652173913, 'fraction_numerical': 0.0, 'mean_word_length': 5.181818181818182, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 1, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Sources and Characteristics of Piaget's Stage Concept of Development: A Historical Perspective

This paper is an attempt to place Piaget into an historical context. Underlying this attempt is the assumption that one's total grasp of Piaget's theory depends upon a consideration of those cultural, historical and philosophical forces influencing him. It is a look at “Piaget, the phenomenon” as opposed to “Piaget, the man.” Beginning with classical philosophical dichotomies and moving to modern world views, the article posits that Piaget's theory is a synthesis of the evolutionary - dialectical continuum. Man's vision of the world and of the idea of change is dealt with so as to arrive at what might be called the “general influences” on Piaget. The author realizes the pitfalls inherent in inferring the influences a particular philosopher, psychologist — or any other person for that matter — has on some other. While the author does not summarily presume that history has determined Piaget's theory, he does suggest with substantiation that it is not unreasonable to place Piaget within the context of the history of ideas. After discussing those influences, the author describes specific elements of Piaget's stage concept of development and how Piaget, as a philosopher, psychologist and biologist, promulgates those stages. The final section of the article poses the possibility that Piaget's abstract operational stage (Stage IV) need not be the final stage of cognitive development.