Relevance of Piagetian Cross-Cultural Psychology to the Humanities and Social Sciences

Abstract

Jean Piaget held views according to which there are parallels between ontogeny and the historical development of culture, sciences, and reason. His books are full of remarks and considerations about these parallels, with reference to many logical, physical, social, and moral phenomena.This article explains that Piagetian cross-cultural psychology has delivered the decisive data needed to extend the research interests of Piaget. These data provide a basis for reconstructing not only the history of sciences but also the history of religion, politics, morals, culture, philosophy, and social change and the emergence of industrial society. Thus, it is possible to develop Piagetian theory as a historical anthropology in order to provide a basis for the humanities and social sciences.

<p>The Rise of the Physical Sciences in &ldquo;Stricto Sensu&rdquo; The Developmental Approach and the History of Sciences</p><p><br></p>

“…Obviously, the modern sciences are a main causer to the emergence of the modern, industrial society. Moreover, the psychological advancement also concerns the rise of democracy, humanism, Enlightenment and economy, not only that of the sciences, as parts and causers of modern society (Oesterdiekhoff, 2011;2000;2013a;2013b;2014a;2014b;2014c;2015a;Radding, 1985;LePan, 1989). Thus, the formal operational stage is the main reference point both to the rise of sciences and to the rise of the modern, industrial civilization.…”

“…Only more educated people in developing nations and the mass of people in the developed nations establish the fourth stage of human development, whereby 30-50% of people in the most advanced nations manifest also substage B of formal operations (Dasen, 1977;Dasen and Berry, 1974;Luria, 1982;Mogdil and Mogdil, 1976, vol. 8;Hallpike, 1979;Oesterdiekhoff, 2009;2011;2012a;2012b;2013a;2013b;2016a;2016b;2016c;Piaget, 1974b;Flynn, 2007).…”

“…Thus, both groups share their qualitative development (their stage structures) but differ in their quantitative development (knowledge and experience). However, stage structures override the role of life experience in shaping the human mind and psyche (Oesterdiekhoff, 2009;2013b;2016a;2016b;2016c).…”

“…The phenomenon of arrested development explains the far-reaching commonalities between (modern) children and premodern adults right across the whole range of world understanding and psychological phenomena (Allier, 1929;Flynn, 2007;Werner, 1948;Hallpike, 1979;Luria, 1982;Mogdil and Mogdil, 1976, vol. 8;Oesterdiekhoff, 2012b;2013a;2013b;2016a;2016b;2016c;Scott et al, 1951).…”

“…This is an apparent fact, considering that European peoples advanced their psychological stages even during the whole 20 th century, stepwise from generation to generation. Both Piagetian psychology and intelligence research have evidenced this growth of intelligence and this stage advancement (Raven et al, 1993;Flynn, 2007;Oesterdiekhoff, 2009;2011;2012a;2012b;2013a;2013b;2014a;2016c). It is practically impossible that the scientists did not participate at that growth of intelligence; they are not completely disconnected from the uprise of intelligence over the generations during some hundreds of years.…”