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date: 24 November 2020

Abstract and Keywords

This article questions the contributions of developmental psychology to the philosophical understanding of the various cognitive dimensions of education. It discusses Jean Piaget's theory about childhood and evaluates how philosophical thinking might fit into the Piagetian picture of cognitive development. It suggests that we should not allow developmental psychology to structure completely our conception of our children or our relationship with them. It stresses the need to get beyond a deficit conception of childhood by learning to hear what our children have to say and engaging with them in genuinely philosophical discussions.

Keywords: developmental psychology, education, cognitive dimensions, Jean Piaget, childhood, cognitive development, philosophical discussions

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