• DOI:10.1080/004676000284436
• Corpus ID: 8088372

Psychology and schooling: the impact of Susan Isaacs and Jean Piaget on 1960s science education reform

@article{Hall2000PsychologyAS,
  title={Psychology and schooling: the impact of Susan Isaacs and Jean Piaget on 1960s science education reform},
  author={J. Storrs Hall},
  journal={History of Education},
  year={2000},
  volume={29},
  pages={153 - 170}
}

• J. S. Hall
• Published 1 March 2000
• Education
• History of Education

Piaget's fundamental psychology of mental growth not merely supports [activity] methods, but decisively demands them. A radical activity approach over virtually the whole front of education is in fact now shown to be the only one that makes psychological sensemdash; at least for all the primary period, and even well into the secondary. (Nathan Isaacs [1965] Piaget: Some Answers to Teachers' Questions). The importance of Piaget's description of thought as internalized action lies in driving home to us our responsibility in providing enough action to internalize if we wish our children to become good thinkers. (M. Brearley [1963] ‘The practical implications for the teacher’, in First Years in First Years in School)… the study of science fits in with each stage of a child's intellectual growth, as Piaget sees it, from the time of his entry into infant school to adolescence. (Nuffield Foundation [1967] Nuffield Junior Science: Teacher's Guide 1)