Перефразируя слова Эйнштейна об Евклиде, можно сказать, что «если Пиаже не пробудил в Вас юношеский энтузиазм, то Вы не рождены заниматься психологией развития».

 

психологическим и недостаточно эпистемологическим, в то время как моя позиция как раз обратна этой» [Флейвелл, 1967. С. 9]. Нет необходимости специально доказывать, что постмодернизм в науке в целом [Kvale, 1992] и отдельные подходы к познавательному развитию с позиций теории переработки информации, в частности [Kail, Bisanz, 1992], способствуют фрагментации знания, а не построению широких обобщающих теорий или универсальных познавательных систем. В-третьих, наблюдаемая в наше время тенденция подходить к психике маленьких детей с точки зрения представлений о психической жизни взрослого человека [Кауе, 1982], так же как и связанная с ней идея о младенчестве как некоем рае [Bradley, 1991 ], равным образом не совместимы с убеждением Пиаже в том, что дети самой своей логикой отличаются от взрослых. В этой несовместимости также кроется один из источников разочарования в теории Пиаже и ее искажений. В более частном плане следует заметить также, что постоянно нарастающий разрыв между действием и познанием — разрыв, которым глубоко проникнуты сегодня некоторые весьма влиятельные подходы к интеллектуальному развитию [Sternberg, Berg, 1992], также вносит свой вклад в широко распространенное непонимание идей Пиаже.

Мы убеждены, однако, что главная причина ошибочного истолкования теории Пиаже состоит в том, что представители психологии развития упускают из виду основные цели Пиаже: исследовать в ходе онтогенеза процесс возникновения новых форм мышления и конструкции знания, обладающего свойством необходимости. Между тем они упорно думают, что психология развития занимается детьми, подростками и взрослыми на разных конкретных возрастных этапах онтогенеза, а не тем, как происходит развитие с течением времени; они упорствуют в исследовании «когнитивной правды», а не логической необходимости.

Мы, конечно, тоже могли бы подойти к анализу вклада Пиаже, исходя из позиций, внешних по отношению к его теории, как это и делают большинство из его критиков. Но не менее важно понять сделанное им, исходя из тех целей, проблем и идей, которые наполняли всю научную работу Пиаже. Мы надеемся, что ученые-психологи в целом и исследователи психического развития в частности продолжат обсуждение теории Пиаже. В конечном итоге в этом и состоит условие, необходимое для того, чтобы выйти за ее пределы.

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(Шрифтом Arial выделены работы, переведенные на русский язык. – А. А.)

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