Volume 3, Issue 3, March 2015
Paradoxical Perspectives on the Stages of Cognitive Development
Abstract: From a critical point of view, this article presented Piaget’s four developmental stages and provided paradoxical perspectives on the procedures of cognitive development. One convincing perspectives presented focused on how the four stages such as
sensorimotor, preoperational, concrete operational, and formal operational stages transit from one stage to another. Another
perspective stated that the theory was not very convincing because it lacks a basis, which can join the theoretical basis (formal
operational stage) and the practical experiment (concrete operational stage) into an organic unit...
Principles for Becoming Enlightening Educators Within The Scope of Academic Practitioners
Abstract: There is no standard stereotype for being an excellent teacher because every teacher is unique in his or her way of imparting knowledge to learners, of guiding learners to learn how to learn. Education aims at educating whole person and training the versatility and creativity of learners. Teaching is not a process of imparting certain part of knowledge rather the cultivation of developing
strategies to solve problems effectively, to view the world with unique perspective and to construct one’s own knowledge of the world...
Achieving Dialectical Balance under the Framework of Cognitive Process of Assimilation and Accommodation
Abstract: Cognitive development consists of active assimilation, active accommodation and equilibration. The theory has
extraordinarily surpassed traditional behaviorism and logical positivism and laid foundation for the constructivist perspectives of
people’s active role in constructing their personal knowledge and developing their cognitive ability. The article tentatively analyzed
the dynamic relationship between assimilation and accommodation and initiated how to achieve dialectical balance within the
cognitive framework of cognitive development...
How to Integrate Feuerstein’s Instrumental Enrichment to Facilitate Special Education
Abstract: Feuerstein’s general teaching technique is called instrumental enrichment, which was frequently abbreviated to IE. The
theory was based on an interactionist theory of learning between the teacher and the learners. The ideal setting under IE is defined as
the following: the size of the class is ideally in single figures; IE involves a program of mental activities, with an emphasis on the
nonverbal, such as patterns of shapes; In reality, however, it also includes language, numbers and pictures. There are fifteen separate
sequenced sets of tasks; each one is claimed to develop a particular mental skill. In the classroom setting, there usually involves
comparison, classification, sequencing and understanding relationships in space and time. When used in special education, Feuerstein
tries to avoid content that is associated by special learners with previous failure...
Comparative Debate On Vygotsky and the Vygotskyans
Abstract: Vygotsky was one of the forerunner who critically responded to Piaget’s rudimental cognitive development perspective. He
argues that a child’s intellectual development cannot be considered in a social vacuum. Cognitive development takes place as a result
of mutual interaction between the child and those people with whom he has regular social contact. Vygotsky put his energies into
analyzing the overall process of education rather than concentrating on empirical studies. Unlike Piaget, he did not himself manage to follow up the empirical implications of his own ideas. Instead he attempted to synthesize all the factors affecting the transmission of
knowledge. Yet despite this very theoretical approach, his work has great influence on educational practitioners...
What is Responsible Educator’s Role in Task-based Interaction
Abstract: Teaching is an activity that is embedded within a set of culturally bound assumptions about teachers, teaching and learners.
These assumptions reflect what the teacher’s responsibility is believed to be, how learning is understood, and how students are expected to interact in the classroom. In some cultures, teaching is viewed as a teacher -controlled and directed process. However, task -based
learning teaches the students the technique of autonomous learning. In the activities, the teacher should promote the students’
communication procedure; in the meanwhile, the teacher is not only the participant in the classroom interaction, but also the
omniscient mediator. Teachers also have many other roles in task -based interaction as the following: Planner, Manager, Quality controller, Group organizer, Facilitator, Motivator, Empower, Team member and Co-operator...