Native name	República de Cabo Verde
Conventional long name	Republic of Cape Verde
Common name	Cape Verde
Image coat	Coat of arms of Cape Verde.svg
Symbol type	National emblem
Image map2	Topographic map of Cape Verde-en.svg
Alt map2	Topographic map of Cape Verde
National anthem	(Portuguese)Song of Freedom
Official languages	Portuguese
Regional languages	Cape Verdean Creole
Capital	Praia
Largest city	capital
Demonym	Cape Verdean
Government type	Republic
Leader title1	President
Leader title2	Prime Minister
Leader name1	Pedro Pires
Leader name2	José Maria Neves
Area rank	172nd
Area magnitude	1 E9
Area km2	4,033
Area sq mi	1,557
Percent water	negligible
Population estimate	567,000
Population estimate rank	165th
Population estimate year	2010
Population census	509,000
Population census year	2009
Population density km2	125.5
Population density sq mi	325.0
Population density rank	79th
Gdp ppp	$1.841 billion
Gdp ppp year	2009
Gdp ppp per capita	$3,587
Hdi rank	118st
Hdi year	2010
Hdi category	medium
Currency	Cape Verdean escudo
Currency code	CVE
Time zone	CVT
Utc offset	-1
Time zone dst	not observed
Utc offset dst	-1
Drives on	right
Cctld	.cv
Calling code	+238

The Republic of Cape Verde (; , ; ) is an island country, spanning an archipelago of 10 islands located in the central Atlantic Ocean, 570 kilometres off the coast of Western Africa. The islands, covering a combined area of slightly over , are of volcanic origin and while three of them (Sal, Boa Vista and Maio) are fairly flat, sandy and dry, the remaining ones are generally rockier and have more vegetation. Because of the infrequent occurrence of rainfall the overall landscape is not particularly green, despite what the country's name suggests (verde is Portuguese for "green"). The name of the country stems instead from the nearby Cap Vert, on the Senegalese coast.

The previously uninhabited islands were discovered and colonized by the Portuguese in the 15th Century, and became an important location in the Atlantic slave trade due to their geographically advantageous position. The islands' prosperity often attracted pirates including Sir Francis Drake, who twice sacked the (then) capital Ribeira Grande, in the 1580s. The islands were also visited by Charles Darwin's expedition in 1832. The decline in the slave trade in the 19th century resulted in an economic crisis. With few natural resources and without strong sustainable investment from the Portuguese, the people grew increasingly discontent with the colonial masters, who nevertheless refused to provide the local authorities with more autonomy. This discontent festered and culminated in 1975, when a movement led by Amílcar Cabral achieved independence for the archipelago.

The country has an estimated population (most of it of creole ethnicity) of about 500,000, with its capital city Praia accounting for a quarter of its citizens. Nearly 38% of the population lives in rural areas according to the 2010 Cape Verdean census; about 20% lives below the poverty threshold, and there is a literacy rate around 85%. Politically, the country is a very stable democracy, with notable economic growth and improvements of living conditions despite its lack of natural resources, and has garnered international recognition by other countries and international organizations, which often provide development aid. Since 2007, Cape Verde has been classified as a developing nation.

Tough economic times during the last decades of its colonization and the first years of Cape Verde's independence led many to migrate to Europe, the Americas and other African countries. This migration phenomenon was so significant that the number of Cape Verdeans and their descendants living abroad currently exceeds the population of Cape Verde itself. Historically the influx of remittances from these immigrant communities to their families has provided a substantial contribution to help strengthen the country's economy. Currently the Cape Verdean economy is mostly service-oriented with a growing focus on tourism and foreign investment, which benefits from the islands' warm climate throughout the year, diverse landscape, welcoming people and cultural richness, especially in music.

History

from Mindelo]]

Before the arrival of Europeans, the Cape Verde Islands were uninhabited. The islands of the Cape Verde archipelago were discovered by Italian and Portuguese navigators around 1456. According to Portuguese official records the first discoveries were made by Genoese born Antonio de Noli, who was afterwards appointed governor of Cape Verde by Portuguese King Afonso V. Other navigators mentioned as contributing with discoveries in the Cape Verde archipelago are Diogo Gomes, Diogo Dias, Diogo Afonso and the Italian Alvise Cadamosto.

In 1462, Portuguese settlers arrived at Santiago and founded a settlement they called Ribeira Grande (now called Cidade Velha, to avoid being confused with the town of Ribeira Grande on the Santo Antão island). Ribeira Grande was the first permanent European settlement in the tropics.

In the 16th century, the archipelago prospered from the transatlantic slave trade. }} , the highest peak in the Cape Verde archipelago, located on the island of Fogo]] s at Pedra de Lume, on the island of Sal]] satellite took this photo of Cape Verde islands on November 23, 2010.]] The Cape Verde archipelago is located in the Atlantic Ocean, approximately off the coast of West Africa, near Mauritania and Senegal, and is part of the Macaronesia ecoregion. It is a horseshoe-shaped cluster of ten islands (nine inhabited) and eight islets, that constitute an area of 4033 km². The oldest exposed rocks occurred on Maio and northern peninsula of Santiago and are 128-131 million year old pillow lavas. The first stage of volcanism in the islands began in the early Miocene, and reached its peak at the end of this period, when the islands reached their maximum sizes. Historical volcanism (within human settlement) has been restricted to the island of Fogo.

The origin of the islands' volcanism has been attributed to a hotspot, associated with bathymetric swell that formed the Cape Verde Rise. The Rise is one of the largest protuberances in the world's oceans, rising 2.2 kilometers in a semi-circular region of 1200 km², associated with a rise of the geoid and elevated surface heat flow. The islands are also an important breeding area for seabirds including the Cape Verde Shearwater. Reptiles include the Cape Verde Giant Gecko (Tarentola gigas).

Human geography

, on the island of Santiago]] , the municipal seat of Brava]] Cape Verde is divided into 22 municipalities (concelhos) and subdivided into 32 parishes (freguesias), based on the religious parishes that existed during the colonial period: en Baía do Porto Grande, São Vicente]] in the foreground]]

Demographics

Most of the population is of creole ethnicity, mixed from black African and European descent. The European men who colonized Cape Verde did not usually bring wives or families with them. As female African slaves were brought to the islands inter-marriages occurred.

Around 95% of the population is Christian (more than 85 percent of the population is nominally Roman Catholic, though for a minority of the population Catholicism is syncretized with African influences. Cape Verdean communities in the United States (500,000 Cape Verdeans descent, with a major concentration on the New England coast from Providence, Rhode Island, to Boston, Massachusetts). There are also significant Cape Verde populations in Portugal (150,000), Angola (45,000), São Tomé and Príncipe (25,000), Senegal (25,000), the Netherlands (20,000, of which 15,000 are concentrated in Rotterdam), France (25,000), Scandinavia (7,000), Italy (10,000) and Spain (12,500). There is also a Cape Verdean community in Argentina numbering 8,000. A large number of Cape Verdeans and people of Cape Verdean descent that immigrated before 1975 are not included in these statistics, because all the Cape Verdeans had Portuguese passports before 1975.

There are approximately 2000 Chinese immigrants in Cape Verde, as well as citizens of the African mainland (most of these immigrants hail from West Africa), there are also a significant number of citizens of Europe and South America (Brazil) residing in the country. There are an estimated 12500 legal immigrants in Cape Verde.

In the USA, the children and grandchildren of the first immigrant waves became involved in the Civil Rights movement of the 1960s. This led them to make links with other US black groups. Cape-Verdean Americans have also been involved in the US Army for centuries; in the Revolutionary War, Civil War, the First and Second World Wars, as well as the Korean and Vietnam Wars. Cape Verdeans moved to places all over the world, from Macau to Haiti to Argentina to northern Europe.

Politics

, meeting with Brazilian president Lula da Silva]]

Cape Verde is a stable representative democracy. The constitution —adopted in 1980 and revised in 1992, 1995 and 1999— defines the basic principles of its government. The president is the head of state and is elected by popular vote for a 5-year term. The prime minister is the head of government and proposes other ministers and secretaries of state. The prime minister is nominated by the National Assembly and appointed by the president. Members of the National Assembly are elected by popular vote for 5-year terms. Three parties now hold seats in the National Assembly—PAICV 40, MPD 30, and Cape Verdean Independent Democratic Union (UCID) 2. with the EU and might apply for membership.

The military of Cape Verde consists of a coast guard and an army; 0.7% of the country's GDP was spent on the military in 2005.

International recognition

Cape Verde is often praised as an example among African nations, for its stability and developmental growth despite its lack of natural resources. Among others, it has been recognized with the following assessments:

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Economy

Cape Verde has few natural resources, scant rainfall and limited supplies of fresh water. Only 4 of the 10 main islands (Santiago, Santo Antão, Fogo, and Brava) normally support significant agricultural production, and over 90% of all food consumed in Cape Verde is imported. Mineral resources include salt, pozzolana (a volcanic rock used in cement production), and limestone.

The economy of Cape Verde is service-oriented, with commerce, transport, and public services accounting for more than 70% of GDP. Although nearly 38% of the population lives in rural areas, agriculture and fishing contribute only about 9% of GDP. Light manufacturing accounts for most of the remainder. Fish and shellfish are plentiful, and small quantities are exported. Cape Verde has cold storage and freezing facilities and fish processing plants in Mindelo, Praia, and on Sal. Expatriate Cape Verdeans contribute an amount estimated at about 20% of GDP to the domestic economy through remittances. 17% in industry, 4% in infrastructure, and 21% in fisheries and services.

Development

The European Commission's total allocation for the period of 2008–2013 foreseen for Cape Verde to address "poverty reduction, in particular in rural and periurban areas where women are heading the households, as well as good governance" amounts to €54.1 million European Commission.

Tourism

: tourism is a growing source of income in the islands]] Cape Verde's strategic location at the crossroads of mid-Atlantic air and sea lanes has been enhanced by significant improvements at Mindelo's harbor (Porto Grande) and at Sal's and Praia's international airports. A new international airport was opened in Boa Vista in December 2007, and on the island of Sao Vicente, the newest international airport (Sao Pedro Airport) in Cape Verde, was opened in late 2009. Ship repair facilities at Mindelo were opened in 1983. The major ports are Mindelo and Praia, but all other islands have smaller port facilities. In addition to the international airport on Sal, airports have been built on all of the inhabited islands. All but the airport on Brava enjoy scheduled air service. The archipelago has of roads, of which are paved, most using cobblestone.

Culture

Cape Verdean social and cultural patterns are similar to those of rural Portugal and Africa. Cape Verde's quintessential national music is the morna, a melancholy and lyrical song form typically sung in Cape Verdean Creole. The most popular music genre after morna is the coladeira followed by funaná and batuque music. Amongst the most worldwide known Cape Verdean singers, are the singers Ildo Lobo and Cesaria Evora whose songs became a hallmark of the country and its culture. There are also well known artists born to Cape Verdean parents who excelled themselves. Amongst these artists are jazz pianist Horace Silver, Duke Ellington's saxophonist Paul Gonsalves and singer Lura.

Dance forms include the soft dance morna, the extreme sensuality of coladeira including the modernized version called passada (zouk), the Funaná (a sensual mixed Portuguese and African dance), and the Batuque dance.

Cape Verdean literature is one of the richest of Lusophone Africa. Famous poets include Paulino Vieira, Manuel de Novas, Sergio Frusoni, Eugénio Tavares, and B. Léza, and famous authors include Baltasar Lopes da Silva, António Aurélio Gonçalves, Manuel Lopes, Orlanda Amarílis, Henrique Teixeira de Sousa, and Germano Almeida.

The Cape Verde diet is mostly based on fish and staple foods like corn and rice. Vegetables available during most of the year are potatoes, onions, tomatoes, manioc, cabbage, kale, and dried beans. Fruits like banana and papayas are available year-round, while others like mangos and avocados are seasonal. Cape Verde has been steadily developing since its independence, and besides having been promoted to the group of "medium development" countries in 2007, leaving the Least Developed Countries category (which is only the second time it has happened to a country), is currently the 12th best ranked country in Africa in terms of Human Development Index

Education

Primary school education in Cape Verde is mandatory between the ages of 6 and 14 years and free for children ages 6 to 12. In 2008, the net enrollment ratio for primary school was 84%. While enrollment rates indicate a level of commitment to education, they do not always reflect children's participation in school. Textbooks have been made available to 90 percent of school children, and 83 percent of the teachers have attended in-service teacher training. Although most children have access to education, some problems remain. For example, many students and some teachers speak Creole at home and have a poor command of Portuguese (the language of instruction); there is insufficient spending on school materials, lunches, and books; and there is a high repetition rate for certain grades.

Soccer

Although the Cape Verde national football team represents Cape Verde abroad, many internationally known soccer players were born in Cape Verde, or were descendants of Cape Verdeans, and play for other nation's teams. Several currently play, or have played, in the Portuguese league or national team, such as Nani, Jorge Andrade or Nélson Marcos. Henrik Larsson (whose father is Cape Verdean) played for Sweden, Patrick Vieira (whose mother is Cape Verdean) plays for France, while Gelson Fernandes (who was born in Praia) plays for Switzerland.

Windsurfing

Cape Verde is famous for wavesailing (a type of windsurfing). Josh Angulo, a Hawaiian and 2009 PWA Wave World Champion, has done much to promote the island as a windsurfing destination. Cape Verde is now his adopted country.

See also

Cape Verde – European Union relations

Human rights in Cape Verde

References

;Notes ;Sources

External links

Cape Verde from State.gov

Country Profile from BBC News

Cape Verde Encyclopædia Britannica entry

Cape Verde from UCB Libraries GovPubs

Demographic Highlights Statistics from the Population Reference Bureau

EU Relations with Cape Verde

EU strategy for Cape Verde

National Institute of Statistics

Chief of State and Cabinet Members

Government of Cape Verde

National Assembly of Cape Verde

Official site of the President of Cape Verde

Cape Verdean Embassy in Washington, D.C.

Medicine Information for Cape Verde

Category:African countries Category:African Union member states Category:Archipelagoes of the Atlantic Ocean Category:Countries bordering the Atlantic Ocean Category:Economic Community of West African States Category:Member states of La Francophonie Category:Former Portuguese colonies Category:Island countries Category:Islands of the North Atlantic Ocean Category:Islands of Africa Category:Islands of Macaronesia Category:Liberal democracies Category:Portuguese-speaking countries Category:Republics Category:States and territories established in 1975

Name	Kaysha
Birth date	January 22, 1974
Birth place	Kinshasa, Democratic Republic of the Congo
Nationality	France

Kaysha, born Edward Mokolo Jr. on January 22, 1974 in Kinshasa, is a singer/rapper and producer that works on places like the West indies, South America and Africa. He was born in the Democratic Republic of Congo but immigrated to France with his parents at the age of seven. Kaysha is very well known for his first hit single which uses a sample from West Indian band Kassav's Oulé in a song called "Bounce Baby", which introduced him to fans all over the world.

Kaysha's first two hits were "Telephone" and "Bounce baby" from his album I'm Ready. The next year, he changed his whole style to record a more urban album called Worldwidechico with a duo with Wu Tang Clan's Killah Priest. His latest hit to date is "On dit quoi", a huge hit all around Africa, from his album It's All Love, released in his own label Sushiraw.

Kaysha is also a successful music producer. He produced songs for the most known artists in the Afro-Caribbean scene, including Passi, Solaar, Jacob Desvarieux, Soumia, Elizio, Ludo, and others.

Kaysha gained new fans all around the world by doing literally thousands of shows around Africa, the West Indies and anywhere his feet could take him. Kaysha is also a well known artist for most Zouk-Lambada dancers and Kaysha's music goes with the dance to many countries in Europe, Australia, Asia and Americas.

He won a Kora award for best African Artist in 2000. He won a Kora award for best African Artist of the Diaspora in 2004. He appeared on CNN in 2000 and appeared again in 2005 on Inside Africa.

Discography

2009: Forever Young

2006: Legendary

2004: African Bohemian

2003: It Is All Love

2000: Worldwidechico

1999: Black Sea Of Love

1998: Bounce Baby

Performances with others

Dis l'heure de zouk - 2004

Kimberlite Zouk Love - 2004

Jocelin Demoumeaux's JDX - 2003

Jean Michel Rotin's Solo - 1997

X-Taz - 1996

Grand Maquis - 2005

As producer

Isah: Black Madonna - 2009

Thayna: Nouveau Depart - 2008

Mika Mendes: Mika Mendes - 2008

Soumia: Confidences - 2008

Elizio: Confirmacao - 2008

Abégé: C nou mem Again - 2007

Grand Maquis - 2005

Elizio: Carpe Diem - 2005

Soumia: In Love Again - 2005

SR.Dancehall2K4 - 2004

Teeyah: Métisse - 2004

Hot Caribbean Miziks - 2004

Elizio: Original di cabo verde - 2003

Abégé: C nou mem - 2003

Soumia: Still in Love - 2002

CaribbeanSoul - 2001

External links

Kaysha's official label site

Kaysha's blog (French & English)

Kaysha's music on cdbaby (English)

Kaysha's music on itunes (English)

Category:1974 births Category:Living people Category:French people of Democratic Republic of the Congo descent Category:African singers Category:African rappers Category:African producers Category:African icons Category:People from Kinshasa

Region	Western philosophy
Era	20th century
Color	#B0C4DE
Image name	Jean_Piaget.jpg
Name	Jean William Fritz Piaget
Birth date	August 09, 1896
Death date
School tradition	Constructivist
Main interests	Epistemology
Notable ideas	Genetic epistemology, Theory of cognitive development, Object permanence, Egocentrism
Opposed	Renee Baillargeon, C. Randy Gallistel, Rochel Gelman
Influences	Immanuel Kant, Henri Bergson, Pierre Janet, James Mark Baldwin
Influenced	Barbel Inhelder, Jerome Bruner, Lawrence Kohlberg, Howard Gardner, Thomas Kuhn, Seymour Papert, Umberto Eco

Jean Piaget (; (9 August 1896 – 16 September 1980) was a Swiss developmental psychologist known for his epistemological studies with children. His theory of cognitive development and epistemological view are together called "genetic epistemology".

Piaget placed great importance on the education of children. As the Director of the International Bureau of Education, he declared in 1934 that "only education is capable of saving our societies from possible collapse, whether violent, or gradual."

Piaget created the International Centre for Genetic Epistemology in Geneva in 1955 and directed it until 1980. According to Ernst von Glasersfeld, Jean Piaget is "the great pioneer of the constructivist theory of knowing."

Biography

Piaget was born in 1896 in Neuchâtel, in the Francophone region of Switzerland. His father, Arthur Piaget, was a professor of medieval literature at the University of Neuchâtel. Piaget was a precocious child who developed an interest in biology and the natural world. He was educated at the University of Neuchâtel, and studied briefly at the University of Zürich. During this time, he published two philosophical papers that showed the direction of his thinking at the time, but which he later dismissed as adolescent thought. His interest in psychoanalysis, at the time a burgeoning strain of psychology, can also be dated to this period. Piaget moved from Switzerland to Paris, France after his graduation and he taught at the Grange-Aux-Belles Street School for Boys. The school was run by Alfred Binet, the developer of the Binet intelligence test, and Piaget assisted in the marking of Binet's intelligence tests. It was while he was helping to mark some of these tests that Piaget noticed that young children consistently gave wrong answers to certain questions. Piaget did not focus so much on the fact of the children's answers being wrong, but that young children consistently made types of mistakes that older children and adults did not. This led him to the theory that young children's cognitive processes are inherently different from those of adults. Ultimately, he was to propose a global theory of cognitive developmental stages in which individuals exhibit certain common patterns of cognition in each period of development. In 1921, Piaget returned to Switzerland as director of the Rousseau Institute in Geneva.

In 1923, he married Valentine Châtenay; together, the couple had three children, whom Piaget studied from infancy. In 1929, Jean Piaget accepted the post of Director of the International Bureau of Education and remained the head of this international organization until 1968. Every year, he drafted his “Director's Speeches” for the IBE Council and for the International Conference on Public Education in which he explicitly addressed his educational credo.

In 1964, Piaget was invited to serve as chief consultant at two conferences at Cornell University (March 11–13) and University of California, Berkeley (March 16–18). The conferences addressed the relationship of cognitive studies and curriculum development and strived to conceive implications of recent investigations of children's cognitive development for curricula.

In 1979 he was awarded the Balzan Prize for Social and Political Sciences.

History

Henry Beilin described Jean Piaget's theoretical research program as consisting of four phases: # the sociological model of development, # the biological model of intellectual development, # the elaboration of the logical model of intellectual development, # the study of figurative thought. The resulting theoretical frameworks are sufficiently different from each other that they have been characterized as representing different "Piagets."

First Piaget: The Sociological Model of Development

Piaget first developed this stage in the 1920s. He investigated the hidden side of children’s minds. Piaget proposed that children moved from a position of egocentrism to sociocentrism. For this explanation he combined the use of psychological and clinical methods to create what he called a semiclinical interview. He began the interview by asking children standardized questions and depending on how they answered, he would ask them a series of nonstandard questions. Piaget was looking for what he called “spontaneous conviction” so he often asked questions the children neither expected nor anticipated. In his studies, he noticed there was a gradual progression from intuitive to scientific and socially acceptable responses. Piaget theorized children did this because of the social interaction and the challenge to younger children’s ideas by the ideas of those children who were more advanced.

This work was used by Elton Mayo as the basis for the famous Hawthorne Experiments. For Piaget, it also led to an honorary doctorate from Harvard in 1936.

Second Piaget: The Sensorimotor/Adaptive Model of Intellectual Development

In this stage, Piaget described intelligence as having two closely interrelated parts. The first part, which is from the first stage, was the content of children's thinking. The second part was the process of intellectual activity. He believed this process of thinking could be regarded as an extension of the biological process of adaptation. Adaptation has two pieces: assimilation and accommodation. To test his theory, Piaget observed the habits in his own children. He argued infants were engaging in an act of assimilation when they sucked on everything in their reach. He claimed infants transform all objects into an object to be sucked. The children were assimilating the objects to conform to their own mental structures. Piaget then made the assumption whenever one transforms the world to meet individual needs or conceptions; one is, in a way, assimilating it. Piaget also observed his children not only assimilating objects to fit their needs, but also modifying some of their mental structures to meet the demands of the environment. This is the second division of adaption known as accommodation. To start out, the infants only engaged in primarily reflex actions such as sucking, but not long after, they would pick up actual objects and put them in their mouths. When they do this, they modify their reflex response to accommodate the external objects into reflex actions. Because the two are often in conflict, they provide the impetus for intellectual development. The constant need to balance the two, triggers intellectual growth.

Third Piaget: The Elaboration of the Logical Model of Intellectual Development

In the model Piaget developed in stage three, he argued the idea that intelligence develops in a series of stages that are related to age and are progressive because one stage must be accomplished before the next can occur. For each stage of development the child forms a view of reality for that age period. At the next stage, the child must keep up with earlier level of mental abilities to reconstruct concepts. Piaget concluded intellectual development as an upward expanding spiral in which children must constantly reconstruct the ideas formed at earlier levels with new, higher order concepts acquired at the next level.

It is primarily the Third Piaget that was incorporated into American psychology when Piaget's ideas were "rediscovered" in the 1960s.

Fourth Piaget: The Study of Figurative thought

Piaget studied areas of intelligence like perception and memory that aren’t entirely logical. Logical concepts are described as being completely reversible because they can always get back to the starting point. The perceptual concepts Piaget studied could not be manipulated. To describe the figurative process, Piaget uses pictures as examples. Pictures can’t be separated because contours cannot be separated from the forms they outline. Memory is the same way. It is never completely reversible. During this last period of work, Piaget and his colleague Inhelder also published books on perception, memory, and other figurative processes such as learning during this last period.

Sensorimotor stage: from birth to age 2. Children experience the world through movement and senses (use five senses to explore the world). During the sensorimotor stage children are extremely egocentric, meaning they cannot perceive the world from others' viewpoints. The sensorimotor stage is divided into six substages: "(1) simple reflexes; (2) first habits and primary circular reactions; (3) secondary circular reactions; (4) coordination of secondary circular reactions; (5) tertiary circular reactions, novelty, and curiosity; and (6) internalization of schemes."

Simple reflexes is from birth to 1 month old. At this time infants use reflexes such as rooting and sucking.

First habits and primary circular reactions is from 1 month to 4 months old. During this time infants learn to coordinate sensation and two types of scheme (habit and circular reactions). A primary circular reaction is when the infant tries to reproduce an event that happened by accident (ex: sucking thumb).

The third stage, secondary circular reactions, occurs when the infant is 4 to 8 months old. At this time they become aware of things beyond their own body; they are more object oriented. At this time they might accidentally shake a rattle and continue to do it for the sake of satisfaction.

Coordination of secondary circular reactions is from 8 months to 12 months old. During this stage they can do things intentionally. They can now combine and recombine schemes and try to reach a goal (ex: use a stick to reach something). They also understand object permanence during this stage. That is, they understand that objects continue to exist even when they can't see them.

The fifth stage occurs from 12 months old to 18 months old. During this stage infants explore new possibilities of objects; they try different things to get different results.

During the last stage they are 18 to 24 months old. During this stage they shift to symbolic thinking. argue that his contribution was as an observer of countless phenomena not previously described, but that he didn't offer explanation of the processes in real time that cause those developments, beyond analogizing them to broad concepts about biological adaptation generally.

Preoperational stage: from ages 2 to 7 (magical thinking predominates. Acquisition of motor skills). Egocentrism begins strongly and then weakens. Children cannot conserve or use logical thinking.

Concrete operational stage: from ages 7 to 12 (children begin to think logically but are very concrete in their thinking). Children can now conserve and think logically but only with practical aids. They are no longer egocentric.

Formal operational stage: from age 12 onwards (development of abstract reasoning). Children develop abstract thought and can easily conserve and think logically in their mind.

Theory

Jean Piaget defined himself as an epistemologist, interested in the process of the qualitative development of knowledge. As he says in the introduction of his book "Genetic Epistemology" (ISBN 978-0-393-00596-7): "What the genetic epistemology proposes is discovering the roots of the different varieties of knowledge, since its elementary forms, following to the next levels, including also the scientific knowledge."

He believed answers for the epistemological questions at his time could be answered, or better proposed, if one looked to the genetic aspect of it, hence his experimentations with children and adolescents. Piaget considered cognitive structures development as a differentiation of biological regulations. In one of his last books, "Equilibration of Cognitive Structures: The Central Problem of Intellectual Development" (ISBN 978-022666781), he intends to explain knowledge development as a process of equilibration using two main concepts in his theory, assimilation and accommodation, as belonging not only to biological interactions but also to cognitive ones.

Stages

The four development stages are described in Piaget's theory as:

Sensorimotor stage: from birth to age 2. Children experience the world through movement and senses (use five senses to explore the world). During the sensorimotor stage children are extremely egocentric, meaning they cannot perceive the world from others' viewpoints. The sensorimotor stage is divided into six substages: "(1) simple reflexes; (2) first habits and primary circular reactions; (3) secondary circular reactions; (4) coordination of secondary circular reactions; (5) tertiary circular reactions, novelty, and curiosity; and (6) internalization of schemes."

The physical microstructure of “schemes”

In his “Biology and Knowledge” (1967+ / French 1965), Piaget tentatively hinted at possible physical embodiments for his abstract “scheme” entities. At the time, there was much talk and research about RNA as such an agent of learning, and Piaget considered some of the evidence. However he did not offer any firm conclusions, and confessed that this was beyond his area of expertise. Piaget died in 1980, and by then the RNA theory had lost its appeal.

Research methods

Piaget wanted to revolutionize the way research methods were conducted. Although he started researching with his colleagues using a traditional method of data collection, he was not fully satisfied with the results and wanted to keep trying to find new ways of researching using a combination of data, which included: naturalistic observation, psychometrics, and the psychiatric clinical examination, in order to have a less guided form of research that would produce more genuine results. As Piaget developed new research methods, he wrote a book called The Language of Thought of the Child, which aimed to synthesize the methods he was using in order to study the conclusion children drew from situations and how they arrived to such conclusion. The main idea was to observe how children responded and articulated certain situations with their own reasoning, in order to examine their thought processes(Mayer, 2005).

Piaget administered a test in 15 boys with ages ranging from 10–14 years-old in which he asked participants to describe the relationship between a mix bouquet of flowers and a bouquet with flowers of the same color. The purpose of this study was to analyze the thinking process the boys had and to draw conclusions about the logic processes they had used, which was a psychometric technique of research. Piaget also used the psychoanalytic method initially developed by Sigmund Freud. The purpose of using such method was to examine the unconscious mind, as well as to continue parallel studies using different research methods. Psychoanalysis was later rejected by Piaget, as he thought it was insufficiently empirical (Mayer, 2005).

Piaget argued that children and adults used speech for different purposes. In order to confirm his argument, he experimented analyzing a child’s interpretation of a story. In the experiment, the child listened to a story and then told a friend that same story in his/her own words. The purpose of this study was to examine how children verbalize and understand each other without adult intervention. Piaget wanted to examine the limits of naturalistic observation, in order to understand a child’s reasoning. He realized the difficulty of studying children's thoughts, as it is hard to know if a child is pretending to believe their thoughts or not. Piaget was the pioneer researcher to examine children’s conversations in a social context - starting from examining their speech and actions - where children were comfortable and spontaneous(Kose, 1987).

Issues and possible solutions

After conducting many studies, Piaget was able to find significant differences in the way adults and children reason; however, he was still unable to find the path of logic reasoning and the unspoken thoughts children had, which could allow him to study a child’s intellectual development over time (Mayer, 2005). In his third book, The Child’s Conception of the World, Piaget recognized the difficulties of his prior techniques and the importance of psychiatric clinical examination. The researcher believed that the way clinical examinations were conducted influenced how a child’s inner realities surfaced. Children would likely respond according to the way the research is conducted, the questions asked, or the familiarity they have with the environment. The clinical examination conducted for his third book provides a thorough investigation into a child’s thinking process. An example of a question used to research such process was: “Can you see a thought?” (Mayer, 2005, p. 372).

The Development of new methods

Piaget recognized that psychometric tests had its limitations, as children were not able to provide the researcher with their deepest thoughts and inner intellect. It was also difficult to know if the results of child examination reflected what children believed or if it is just a pretend situation. For example, it is very difficult to know with certainty if a child who has a conversation with a toy believes the toy is alive or if the child is just pretending. Soon after drawing conclusions about psychometric studies, Piaget started developing the clinical method of examination. The clinical method included questioning a child and carefully examining their responses -in order to observe how the child reasoned according to the questions asked - and then examine the child’s perception of the world through their responses. Piaget recognized the difficulties of interviewing a child and the importance of recognizing the difference between “liberated" versus “spontaneous” responses (Mayer, 2005, p. 372).

Criticism of Piaget's research methods

"The developmental theory of Jean Piaget has been criticized on the grounds that it is conceptually limited, empirically false, or philosophically and epistemologically untenable." (Lourenco & Machado, 1996, p. 143) Piaget responded to criticism by acknowledging that the vast majority of critics did not understand the outcomes he wished to obtain from his research (Lourenco & Machado, 1996).

Development of research methods

Piaget wanted to research in environments that would allow children to connect with some existing aspects of the world. The idea was to change the approach described in his book The Child’s Conception of the World and move away from the vague questioning interviews. This new approach was described in his book The Child’s Conception of Physical Causality, where children were presented with dilemmas and had to think of possible solutions on their own. Later, after carefully analyzing previous methods, Piaget developed a combination of naturalistic observation with clinical interviewing in his book Judgment and Reasoning in the Child, where a child's intellect was tested with questions and close monitoring. Piaget was convinced he had found a way to analyze and access a child’s thoughts about the world in a very effective way. (Mayer, 2005) Piaget’s research provided a combination of theoretical and practical research methods and it has offered a crucial contribution to the field of developmental psychology (Beilin, 1992).

Influence

Despite ceasing to be a fashionable psychologist, the magnitude of Piaget's continuing influence can be measured by the global scale and activity of the Jean Piaget Society, which holds annual conferences and attracts very large numbers of participants. His theory of cognitive development has proved influential in many different areas:

Developmental psychology

Education and Morality

Historical studies of thought and cognition

Evolution

Philosophy

Primatology

Artificial Intelligence (AI)

Developmental psychology

Piaget is without doubt one of the most influential developmental psychologists, influencing not only the work of Lev Vygotsky and of Lawrence Kohlberg but whole generations of eminent academics. Although subjecting his ideas to massive scrutiny led to innumerable improvements and qualifications of his original model and the emergence of a plethora of neo-Piagetian and post-Piagetian variants, Piaget's original model has proved to be remarkably robust (Lourenço and Machado 1996).

Education and development of morality

During the 1970s and 1980s, Piaget's works also inspired the transformation of European and American education, including both theory and practice, leading to a more ‘child-centered’ approach. In Conversations with Jean Piaget, he says: "Education, for most people, means trying to lead the child to resemble the typical adult of his society . . . but for me and no one else, education means making creators. . . . You have to make inventors, innovators—not conformists" (Bringuier, 1980, p. 132).

Piaget's influence is strongest in early education and moral education.

His theory of cognitive development can be used as a tool in the early childhood classroom. According to Piaget, children developed best in a classroom with interaction.

Piaget believed in two basic principles relating to moral education: that children develop moral ideas in stages and that children create their conceptions of the world. According to Piaget, "the child is someone who constructs his own moral world view, who forms ideas about right and wrong, and fair and unfair, that are not the direct product of adult teaching and that are often maintained in the face of adult wishes to the contrary" (Gallagher, 1978, p. 26). Piaget believed that children made moral judgments based on their own observations of the world.

Piaget's theory of morality was radical when his book, The Moral Judgment of the Child, was published in 1932 for two reasons: his use of philosophical criteria to define morality (as universalizable, generalizable, and obligatory) and his rejection of equating cultural norms with moral norms. Piaget, drawing on Kantian theory, proposed that morality developed out of peer interaction and that it was autonomous from authority mandates. Peers, not parents, were a key source of moral concepts such as equality, reciprocity, and justice.

Piaget attributed different types of psychosocial processes to different forms of social relationships, introducing a fundamental distinction between different types of said relationships. Where there is constraint because one participant holds more power than the other the relationship is asymmetrical, and, importantly, the knowledge that can be acquired by the dominated participant takes on a fixed and inflexible form. Piaget refers to this process as one of social transmission, illustrating it through reference to the way in which the elders of a tribe initiate younger members into the patterns of beliefs and practices of the group. Similarly, where adults exercise a dominating influence over the growing child, it is through social transmission that children can acquire knowledge. By contrast, in cooperative relations, power is more evenly distributed between participants so that a more symmetrical relationship emerges. Under these conditions, authentic forms of intellectual exchange become possible; each partner has the freedom to project his or her own thoughts, consider the positions of others, and defend his or her own point of view. In such circumstances, where children’s thinking is not limited by a dominant influence, Piaget believed "the reconstruction of knowledge", or favorable conditions for the emergence of constructive solutions to problems, exists. Here the knowledge that emerges is open, flexible and regulated by the logic of argument rather than being determined by an external authority. In short, cooperative relations provide the arena for the emergence of operations, which for Piaget requires the absence of any constraining influence, and is most often illustrated by the relations that form between peers (for more on the importance of this distinction see Duveen & Psaltis, 2008; Psaltis & Duveen, 2006, 2007). This distinction acquired central importance in Jürgen Habermas' writings on communicative action.

Historical studies of thought and cognition

Historical changes of thought have been modeled in Piagetian terms. Broadly speaking these models have mapped changes in morality, intellectual life and cognitive levels against historical changes (typically in the complexity of social systems).

Notable examples include:

Michael Horace Barnes' study of the co-evolution of religious and scientific thinking Peter Damerow's theory of prehistoric and archaic thought Kieran Egan's stages of understanding

James W. Fowler's stages of faith development

Suzy Gablik's stages of art history

Christopher Hallpike's studies of changes in cognition and moral judgment in pre-historical, archaic and classical periods ... (Hallpike 1979, 2004)

Lawrence Kohlberg's stages of moral development

Don Lepan's theory of the origins of modern thought and drama Charles Radding's theory of the medieval intellectual development

Jürgen Habermas's reworking of historical materialism.

Non human development

Neo-Piagetian stages have been applied to the maximum stage attained by various animals. For example spiders attain the circular sensory motor stage, coordinating actions and perceptions. Pigeons attain the sensory motor stage, forming concepts.

Origins

The origins of human intelligence have also been studied in Piagetian terms. Wynn (1979, 1981) analysed Acheulian and Oldowan tools in terms of the insight into spatial relationships required to create each kind. On a more general level, Robinson's Birth of Reason (2005) suggests a large-scale model for the emergence of a Piagetian intelligence.

Primatology

Piaget's models of cognition have also been applied outside the human sphere, and some primatologists assess the development and abilities of primates in terms of Piaget's model.

Philosophy

Some have taken account of Piaget's work. For example, the philosopher and social theorist Jürgen Habermas has incorporated Piaget into his work, most notably in The Theory of Communicative Action. The philosopher Thomas Kuhn credited Piaget's work with helping him to understand the transition between modes of thought which characterized his theory of paradigm shifts. Yet, that said, it is also noted that the implications of his later work do indeed remain largely unexamined. Shortly before his death (September, 1980), Piaget was involved in a debate about the relationships between innate and acquired features of language, at the Centre Royaumont pour une Science de l'Homme, where he discussed his point of view with the linguist Noam Chomsky as well as Hilary Putnam and Stephen Toulmin.

Artificial intelligence

Piaget also had a considerable effect in the field of computer science and artificial intelligence. Seymour Papert used Piaget's work while developing the Logo programming language. Alan Kay used Piaget's theories as the basis for the Dynabook programming system concept, which was first discussed within the confines of the Xerox Palo Alto Research Center, or Xerox PARC. These discussions led to the development of the Alto prototype, which explored for the first time all the elements of the graphical user interface (GUI), and influenced the creation of user interfaces in the 1980s and beyond. Gary L. Drescher' Made-Up Minds: A Constructivist Approach to Artificial Intelligence

Challenges

Piaget's theory, however vital in understanding child psychology, did not go without scrutiny. A main figure whose ideas contradicted Piaget's ideas was the Russian psychologist Lev Vygotsky. Vygotsky stressed the importance of a child's cultural background as an effect to the stages of development. Because different cultures stress different social interactions, this challenged Piaget's theory that the hierarchy of learning development had to develop in succession. Vygotsky introduced the term Zone of proximal development as an overall task a child would have to develop that would be too difficult to develop alone.

Also, the so called neo-Piagetian theories of cognitive development maintained that Piaget's theory does not do justice either to the underlying mechanisms of information processing that explain transition from stage to stage or individual differences in cognitive development. According to these theories, changes in information processesing mechanisms, such as speed of processing and working memory, are responsible for ascension from stage to stage. Moreover, differences between individuals in these processes explain why some individuals develop faster than other individuals (Demetriou, 1998).

Curiously, Piaget had published a novel at the age of 20, before he'd begun any research in psychology, in which he stated what would later be the "conclusions" from decades of studying the development of intelligence in children.

List of major works

In the list below, the following definitions have been used:

Exemplars: More than 5,000 citations in Google Scholar

Super-Classics: More than 2,500 citations in Google Scholar

Classics: More than 1,000 citations in Google Scholar

Major Works: More than 500 citations in Google Scholar

Works of Significance: More than 250 citations in Google Scholar

The references have been presented in order of their impact according to Google Scholar.

=== Exemplars ===

Piaget, J. (1952). The Origins of Intelligence in Children. New York: International University Press. (Original work published 1936.)

Piaget, J. (1932). The Moral Judgment of the Child. London: Kegan Paul, Trench, Trubner and Co. (Original work published 1932.)

=== Super-classics ===

The construction of reality in the child

Piaget, J. (1962). Play, Dreams and Imitation in Childhood. New York: Norton.

The language and thought of the child

Piaget, J., and Inhelder, B. (1962). The Psychology of the Child. New York: Basic Books.

Inhelder, B. and J. Piaget (1958). The Growth of Logical Thinking from Childhood to Adolescence. New York: Basic Books.

Piaget, J. (1928). The Child's Conception of the World. London: Routledge and Kegan Paul.

Piaget, J. (1951). The Psychology of Intelligence. London: Routledge and Kegan Paul

=== Classics ===

Piaget, J., and Inhelder, B. (1967). The Child's Conception of Space. New York: W.W. Norton.

Piaget, J. (1983). Piaget's theory. In P. Mussen (ed.). Handbook of Child Psychology. 4th edition. Vol. 1. New York: Wiley.

Piaget, J. (1952). The Child's Conception of Number. London: Routledge and Kegan Paul.

Piaget, J. (1970). Structuralism. New York: Harper & Row.

Genetic epistemology

The early growth of logic in the child

The origin of intelligence in the child

=== Major Works ===

Piaget, J. (1971). Biology and Knowledge. Chicago: University of Chicago Press.

Science of education and the psychology of the child

The child's conception of physical causality

Intellectual evolution from adolescence to adulthood

Six psychological studies

Piaget, J. (1985). The Equilibration of Cognitive Structures: The Central Problem of Intellectual Development. Chicago: University of Chicago Press. (New translation of The Development of Thought)

Child's Conception of Geometry

Development and learning

To understand is to invent: The future of education

The development of thought: Equilibration of cognitive structures (see Equilibration of Cognitive Structures)

Language and learning: the debate between Jean Piaget and Noam Chomsky

The Principles of Genetic Epistemology

=== Works of significance ===

Piaget, J. (1977). The Grasp of Consciousness: Action and concept in the young child. London: Routledge and Kegan Paul.

Piaget, J. (1955). The Child's Construction of Reality. London: Routledge and Kegan Paul.

The mechanisms of perception

Piaget, J. (1972). Psychology and Epistemology: Towards a Theory of Knowledge. Harmondsworth: Penguin.

The child's conception of time

Piaget, J. (1953). Logic and Psychology. Manchester: Manchester University Press.

Memory and intelligence

Piaget, J. (1975). The Origin of the Idea of Chance in Children. London: Routledge and Kegan Paul.

Mental imagery in the child

Piaget, J. (1981). Intelligence and Affectivity. Their Relationship during Child Development. Palo Alto: Annual Reviews.

Piaget, J., and Garcia, R. (1989). Psychogenesis and the History of Science. New York: Columbia University Press.

Beth, E. W., and Piaget, J. (1966). Mathematical Epistemology and Psychology. Dordrecht: D. Reidel.

The growth of the mind

New translations

Piaget, J. (1995). Sociological Studies. London: Routledge.

Piaget, J. (2001). Studies in Reflecting Abstraction. Hove, UK: Psychology Press.

Major commentaries and critiques

Piaget inspired innumerable studies and even new areas of inquiry. The following is a list of the major critiques and commentaries, organized using the same citation-based method as the list of his own major works (above). These represent the most important and influential post-Piagetian writings in their respective sub-disciplines.

=== Exemplars ===

Vygotsky, L. (1963). Thought and language. [12630 citations]

=== Classics ===

Papert, S. (1980). . [4089]

Minsky, M. (1988). The society of mind. [3950]

Kohlberg, L. (1969). Stage And Sequence: The Cognitive-Developmental Approach To Socialization. [3118]

Flavell, J. (1963). The developmental psychology of Jean Piaget. [2333]

Gibson, E. J. (1973). Principles of perceptual learning and development. [1903]

Hunt, J. McV. (1961). Intelligence and Experience. [617+395+384+111+167+32=1706]

Meltzoff, A. N. & Moore, M. K. (1977). Imitation of facial and manual gestures by human neonates. [1497]

Case, R. (1985). Intellectual development: Birth to adulthood. [1456]

Fischer, K. W. (1980). A theory of cognitive development: The control and construction of hierarchies of skills. [1001]

=== Major works ===

Bates, E. (1976). Language and context: The acquisition of pragmatics. [959]

Ginsberg, H. P. & Opper, S. (1969). Piaget's theory of intellectual development. [931]

Singley, M. K. & Anderson, J. R. (1989). The transfer of cognitive skill. [836]

Duckworth, E. (1973). The having of wonderful ideas. [775]

Youniss, J. (1982). Parents and peers in social development: A Sullivan-Piaget perspective. [763]

Pascual-Leone, J. (1970). A mathematical model for the transition rule in Piaget's developmental stages. [563]

Schaffer, H. R. & Emerson, P. E. (1964). The development of social attachments in infancy. [535]

=== Works of significance ===

Shatz, M. & Gelman, R. (1973). The Development of Communication Skills: Modifications in the Speech of Young Children as a Function of Listener. Monographs of the Society for Research in Child Development, 38(5), pp. 1–37.[470]

Broke, H. (1971). Interpersonal perception of young children: Egocentrism or Empathy? Developmental Psychology, 5(2), pp. 263–269.[469]

Wadsworth, B. J. (1989). Piaget's theory of cognitive and affective development [421]

Karmiloff-Smith, A. (1992). Beyond Modularity. [419]

Bodner, G. M. (1986). Constructivism: A theory of knowledge. [403]

Shantz, C. U. (1975). The Development of Social Cognition. [387]

Diamond, A. & Goldman-Rakic, P. S. (1989). Comparison of human infants and rhesus monkeys on Piaget's AB task: evidence for dependence on dorsolateral prefrontal cortex. Experimental Brain Research, 74(1), pp. 24–40. [370]

Gruber, H. & Voneche, H. (1982). The Essential Piaget. [348]

Walkerdine, V. (1984). Developmental psychology and the child-centred pedagogy: The insertion of Piaget into early education. [338]

Kamii, C. & DeClark, G. (1985). Young children reinvent arithmetic: Implications of Piaget's theory [335]

Riegel, K. F. (1973). Dialectic operations: The final period of cognitive development [316]

Bandura, A. & McDonald, F. J. (1963). Influence of social reinforcement and the behavior of models in shaping children's moral judgment. Journal of Abnormal and Social Psychology, 67(3), pp. 274–281. [314]

Karplus, R. (1980). Teaching for the development of reasoning. [312]

Brainerd, C. (1978). The stage question in cognitive-developmental theory. [311]

Brainerd, C. (1978). Piaget's theory of intelligence. [292]

Gilligan, C. (1997). Moral orientation and moral development [285]

Diamond, A. (1991). Neuropsychological insights into the meaning of object concept development [284]

Braine, M. D. S., & Rumain, B. (1983). Logical reasoning. [276]

John-Steiner, V. (2000). Creative collaboration. [266]

Pascual-Leone, J. (1987). Organismic processes for neo-Piagetian theories: A dialectical causal account of cognitive development. [261]

Hallpike, C. R. (1979). The foundations of primitive thought [261]

Furth, H. (1969). Piaget and Knowledge [261]

Gelman, R. & Baillargeon, R. (1983). A review of some Piagetian concepts. [260]

O'Loughlin, M. (1992). Rethinking science education: Beyond piagetian constructivism. Toward a sociocultural model of teaching and learning. [252]

List of Major Achievements

Appointments

1921-25 Research Director (Chef des travaux), Institut Jean-Jacques Rousseau, Geneva

1925-29 Professor of Psychology, Sociology and the Philosophy of Science, University of Neuchatel

1929-39 Professeur extraordinaire of the History of Scientific Thought, University of Geneva

1929-67 Director, International Bureau of Education, Geneva

1932-71 Director, Institute of Educational Sciences, University of Geneva

1938-51 Professor of Experimental Psychology and Sociology, University of Lausanne

1939-51 Professor of Sociology, University of Geneva

1940-71 Professeur ordinaire of Experimental Psychology, University of Geneva

1952-64 Professor of Genetic Psychology, Sorbonne, Paris

1954-57 President, International Union of Scientific Psychology

1955-80 Director, International Centre for Genetic Epistemology, Geneva

1971-80 Emeritus Professor, University of Geneva

Honorary Doctorates

1936 Harvard

1946 Sorbonne

1949 University of Brazil

1949 Bruxelles

1953 Chicago

1954 McGill

1958 Warsaw

1959 Manchester

1960 Oslo

1960 Cambridge

1962 Brandeis

1964 Montreal

1964 Aix-Marseille

1966 Pennsylvania 1966? Barcelona 1970 Yale

Quotations

"Intelligence is what you use when you don't know what to do."

"Intelligence organizes the world by organizing itself." The principal goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done.

See also

Constructivist epistemology

Developmental psychology

Kohlberg's stages of moral development

Inquiry-based learning

Psychosocial development

Cognitive acceleration

Fluid and crystallized intelligence

Active learning

Collaborators

Leo Apostel

Edgar Ascher

Evert Beth

Magali Bovet

Guy Cellérier

Paul Fraisse

Gil Henriques

Bärbel Inhelder

Rolando Garcia

Pierre Gréco

Jean-Blaise Grize

Benoit Mandelbrot

Albert Morf

Seymour Papert

Hermina Sinclair de-Zwart

Pierre Oléron

Maurice Reuchlin

Alina Szeminska

Huê Vinh-Bang

Translators

Eleanor R. Duckworth

Wolfe Mays

Notes

References

Aqueci, F. (2003). Ordine e trasformazione: morale, mente, discorso in Piaget. Acireale-Roma: Bonanno. ISBN 88-7796-148-1.

Beilin, H. (1994). Jean Piaget's enduring contribution to developmental psychology. A century of developmental psychology (pp. 257–290). Washington, DC US: American Psychological Association.

Bringuier, J.-C. (1980). Conversations with Jean Piaget (B.M. Gulati, Trans.). Chicago: University of Chicago Press. (Original work published 1977) ISBN 0-226-07503-6.

Chapman, M. (1988). Constructive evolution: Origins and development of Piaget's thought. Cambridge: Cambridge University Press. ISBN 0-521-36712-3.

Demetriou, A. (1998). Cognitive development. In A. Demetriou, W. Doise, K. F. M. van Lieshout (Eds.), Life-span developmental psychology (pp. 179–269). London: Wiley.

Demetriou, A., Mouyi, A., & Spanoudis, G. (2010). The development of mental processing. Nesselroade, J. R. (2010). Methods in the study of life-span human development: Issues and answers. In W. F. Overton (Ed.), Biology, cognition and methods across the life-span. Volume 1 of the Handbook of life-span development (pp. 36–55), Editor-in-chief: R. M. Lerner. Hoboken, NJ: Wiley.

Duveen, G. & Psaltis, C. (2008). The constructive role of asymmetries in social interaction. In U. Mueller, J. I. M. Carpendale, N. Budwig & B. Sokol (Eds.), Social life and social knowledge: Toward a process account of development. Mahwah, NJ: Lawrence Erlbaum.

Flavell, J. (1967). The developmental psychology of Jean Piaget. New York: D. Van Nostrand Company. ISBN 0-442-02413-4.

Fowler, J. W. (1981). Stages of faith: The psychology of human development and the quest for meaning. San Francisco: Harper & Row. ISBN 0-06-062866-9.

Gattico, E. (2001). Jean Piaget. Milano: Bruno Mondadori. ISBN 88-424-9741-X.

Hallpike, C.R. (1979). The foundations of primitive thought. Oxford: Oxford University Press. ISBN 0-19-823196-2.

Ivey, A. (1986). Developmental therapy. San Francisco: Jossey-Bass. ISBN 1-55542-022-2.

Kamii, C. (1985). Young children reinvent arithmetic: Implications of Piaget's theory. New York: Teachers College Press.

Kesselring, T. (1999). Jean Piaget. München: Beck. ISBN 3-406-44512-8.

Kassotakis, M. & Flouris, G. (2006) Μάθηση & Διδασκαλία, Αthens.

Kitchener, R. (1986). Piaget's theory of knowledge: Genetic epistemology & scientific reason. New Haven: Yale University Press. ISBN 0-300-03579-9.

Messerly, J.G. (1992). Piaget's conception of evolution: Beyond Darwin and Lamarck. Lanham, MD: Rowman & Littlefield. ISBN 0-8476-8243-9.

Ripple, R.E., & Rockcastle, V.N. (Eds.) (1964). Piaget rediscovered. A report of the conference on cognitive studies and curriculum development. Cornell University: School of Education.

Robinson, R.J. (2005). The birth of reason. Prometheus Research Group. (Available online at http://www.prometheus.org.uk)

Smith, L. (Ed.) (1992). Jean Piaget: Critical assessments (4 Vols.). London: Routledge. ISBN 0-415-04408-1.

Smith, L. (1993). Necessary knowledge: Piagetian perspectives on constructivism. Hove, UK: Lawrence Erlbaum. ISBN 0-86377-270-6.

Smith, L. (Ed.) (1996). Critical readings on Piaget. London: Routledge. ISBN 0-415-13317-3.

Smith, L. (2001). Jean Piaget. In J. A. Palmer (Ed.), 50 modern thinkers on education: From Piaget to the present. London: Routledge.

Traill, R.R. (2000) Physics and Philosophy of the Mind. Melbourne: Ondwelle. ISBN 0-9577737-1-4

Traill, R.R. (2005a) ........ . Melbourne: Ondwelle.

Traill, R.R. (2005b / 2008) Thinking by Molecule, Synapse, or both? — From Piaget's Schema, to the Selecting/Editing of ncRNA. Melbourne: Ondwelle. [Also in French: ]

Vidal, F. (1994). Piaget before Piaget. Cambridge, MA: Harvard University Press. ISBN 0-674-66716-6.

Vonèche, J.J. (1985). Genetic epistemology: Piaget's theory. In T. Husén & T.N. Postlethwaite (Eds.-in-chief), International encyclopedia of education (Vol. 4). Oxford: Pergamon.

External links

Jean Piaget Society, society for the study of knowledge and development. It has some free full text books by Piaget.

The Jean Piaget Archives, with full bibliography.

Jean Piaget @ Teaching & Learning Developmental Psychology, Piaget as a scientist with resources for classes.

Jean Piaget's Genetic Epistemology: Appreciation and Critique by Robert Campbell (2002), extensive summary of work and biography.

The Construction of Reality in the Child by Jean Piaget (1955)

Piaget's role in the International Bureau of Education and the International Conference on Education

Genetic Epistemology by Jean Piaget (1968)

Comments on Vygotsky by Jean Piaget (1962)

Piaget's Development Theory

Piaget's Developmental Theory: An Overview, a 4-minute clip from a documentary film used primarily in higher education.

Foundation Jean Piaget for research in psychology and epistemology - French version only - diffuse to the world community writings and talks of the Swiss scientist.

Human Nervous System model in accordance with Piaget's Learning Theory - French version only

Jean Piaget and Neuchâtel The site is maintained by the Institute of Psychology and Education, Neuchâtel University

Category:1896 births Category:1980 deaths Category:People from Neuchâtel (city) Category:20th-century philosophers Category:Child development Category:Child psychologists Category:Cognitive scientists Category:Developmental psychologists Category:Epistemologists Category:Erasmus Prize winners Category:Mathematical cognition researchers Category:Swiss educationists Category:Swiss-French people Category:Swiss philosophers Category:Swiss psychologists Category:University of Geneva faculty Category:University of Paris faculty Category:People associated with the University of Zurich Category:Burials in Switzerland Category:Consciousness researchers and theorists

Name	Cesária Évora
Background	solo_singer
Born	August 27, 1941Mindelo, Cape Verde
Genre	MornaColadeira
Occupation	Singer
Years active	1957 – present
Label	Lusafrica

Cesária Évora (; born 27 August 1941) is a Cape Verdean popular singer. Nicknamed the "barefoot diva" for performing without shoes, Évora is perhaps the best internationally known practitioner of "morna."

Biography

Cesária Évora – Cize to her friends – was born on the 27th August 1941 in Mindelo, Cape Verde. Her bright voice and physical charms were soon noticed, but her hope of a singing career remained unsatisfied. A Cape Verdean women’s group and the singer Bana both took her to Lisbon to cut a few tracks, but the recordings failed to catch the ear of a producer. In 1988, a young Frenchman of Cape Verdean extraction invited her to Paris to make a record. At 47, she had nothing to lose. Having never seen Paris, she agreed.

1988: Her first album is released: La Diva Aux Pieds Nus (The Barefoot Diva) produced by Lusafrica. The zouk-flavoured coladera “Bia Lulucha” is a hit with the Cape Verdean community. She gives a first concert in Paris to a small crowd at the New Morning on the 1st October.

1990: Distino di Belita, her second album, includes acoustic mornas and electric coladeras. Its release is very low-key and her label decides to try a different tack, recording a purely acoustic record.

1991: Évora is in France to record her first acoustic album. Accompanied by the Mindel Band, she performs at the Angoulême Festival on the 2nd June and at the Paris New Morning on the 7th. While the Paris concert only draws a small number of Cape Verdean fans, the concert in Angoulême attracts interest from the specialised press (a first article in the Libération daily newspaper). Her Mar Azul album is released at the end of October, word spreads and FM radio FIP play-lists the record. A new concert is organised for the 14th December at the New Morning. Her performance stuns the now mainly European audience in the packed theatre. Véronique Mortaigne writes in the Le Monde daily: “Cesária Évora, a lively fifty-year-old, sings morna with mischievous devotion... (she) belongs to the world nobility of bar singers”. The legend has begun to take shape.

1992: With Mar Azul, media excitement grows and radio stations such as France Inter play-list the track. Évora performs at the Nîmes Feria on the 7th June and Miss Perfumado is released in France in October. The press compares Évora to Billie Holliday. Critics enthuse over the sweetness of her voice and provide many details that fuel her legend: Évora’s extravagant taste for cognac and tobacco, her hard life on Cape Verde’s forgotten islands, the warm nights of Mindelo... Concerts at the Théâtre de la Ville in Paris on the 11 and 12 December are sold out a month in advance. Her first Brussels concert is at the Botanique (7 December).

1993: Miss Perfumado is a smash hit in France (more than 300,000 copies sold to date). Évora performs for the first time in Lisbon at the Teatro São Luis (25 May) and the police are forced to hold back a crowd of fans who cannot get into the hall. Two full houses at the Paris Olympia on the 12 and 13 June complete her triumph in France (the show is recorded and a “Live” album released on Parisian label Mélodie in 1996). She begins to tour the world: Barcelona (21 June), in Montreal in the Spectrum (14 July), Japan (end of October) and France (30 concerts at the end of 1993).

1994: Concerts in São Paulo (May). Caetano Veloso performs on stage with Évora and announces that she has a place among the great female singers who have inspired him. Spain, Portugal, Belgium, Switzerland, Africa, the West Indies... Évora is a stage phenomenon. Her Lusafrica label sign her to BMG and the record company releases a compilation entitled “Sodade, les plus belles Mornas de Cesaria” (Sodade, Cesaria’s finest mornas) in the autumn. Évora gives up drinking, but not smoking.

1995: The album Cesária (gold in France) is released in twenty countries including the USA (200,000 copies sold to date). The album is nominated for the Grammy Awards. Évora appears for 10 days at the Bataclan in Paris and goes on her first tour of North America. Madonna, David Byrne, Branford Marsalis and New York society flock to see her at the Bottom Line. Goran Bregovic asks her to record the song “Ausencia” for the original soundtrack of Emir Kusturica’s film “Underground”.

1996: A year of tours: France (40 concerts), Switzerland, Belgium, Brazil, Germany (11 concerts), Hong Kong, Italy, Sweden, the USA and Canada (30 concerts), Senegal, the Ivory Coast and her first (sell-out) concert in London at the Queen Elizabeth Hall. She sings a duet with Caetano Veloso on the AIDS-Benefit album Red Hot + Rio produced by the Red Hot Organization. The Arte TV channel devotes a documentary to her. Paulino Vieira (who co-produced the two albums “Miss Perfumado” and “Cesária” ) leaves the group and is replaced by the young, talented guitarist Rufino Almeida, known as Bau.

1997: Release of the album Cabo Verde. Concerts programmed at the Olympia in March and a world tour including her third tour of the USA. The album “Cabo Verde“ is also nominated for the Grammy Awards. She won KORA All African Music Awards in three categories: Best Artist of West Africa, Best Album and Merit of the Jury.

1998: Évora is on the road again accompanied by Jacinto Pereira (cavaquinho), José Paris (bass), Luis Ramos (guitars), Nando Andrade (piano), Totinho (saxophones and percussion) and Bau (guitars, cavaquinho, violin, band leader). From Greece to Japan, Israel to Portugal and the West Indies to Lebanon, Évora travels the world in 1998, but still finds time to record material for an album whose release is planned for April 1999. Before then, at the end of October, BMG releases the first “Best of Cesária Évora”, which includes all her fans’ favourite songs, as well as “Besame Mucho” (sung in Spanish), recorded the previous year for the original soundtrack of the film “Great Expectations”. In France, this “Best of” is certified gold three months later in January.

1999: The year 1999 begins with a Grammy nomination for the album Miss Perfumado (released in France in 1992, it only came out in the USA in 1998). The new album, entitled Café Atlantico, is released in France (300,000 copies to date), then worldwide in May. In March, Évora begins a world tour in Greece and again performs in North America in September and October. On stage, the band is enlarged to reflect the festive feel of the new repertoire: 12 musicians (including a violin section) are now led by pianist Nando Andrade. The tour ends in São Salvador, Brazil, just after a series of four concerts given at the Paris Olympia from the 7th to the 10th December. There, Évora receives several gold records presented by different BMG subsidiaries.

2000: Café Atlantico is nominated for the Grammy Awards and Évora wins a French Victoires de la Musique award in the “Best World Album” category, just before taking to the road again in April for her first major Latin American tour of Cuba, Mexico, Brazil, Argentina and Chile. After Scandinavia in May, she sets out on another tour (of festivals) in the USA and Europe.

2001: São Vicente di Longe, Cesária Évora’s 8th studio album is recorded in Paris, La Havana and Rio de Janeiro. Nearly sixty musicians, arrangers and sound engineers work on the project in an environment that bears absolutely no resemblance to the conditions the singer recorded in at the start of her studio career. The album is as strikingly successful as “Café Atlantico”. It is also nominated for the Grammy Awards in the USA and the Victoires de la Musique in France. Évora is still on the road: 120 concerts in 2001 alone, including the Paris Zénith with around twenty Cape Verdean artists.

2002: A new major tour is planned that will take Évora to the five continents, with – for the first time – a series of concerts in Eastern Europe (Russia, Ukraine, Croatia, Macedonia, Hungary), as well as Singapore, Tahiti and Nouméa. On the 20th June, BMG publishes an “Anthology”, compiling live audience favourites and a new version of “Sodade” sung in a duet with Bonga, the greatest vocal artist in Angolan music and one of Cesaria’s oldest friends.

2003: begins with 3 concerts in Hong-Kong (1, 2 and 3 March). This new world tour includes Spain, Romania, Mexico, among other countries, together with a huge North American tour, including 40 cities east to West. On June 17, BMG releases “Club Sodade”, a project bringing together 10 of the Diva’s best songs, revisited by some of the most creative DJ’s of the house scene: Carl Craig, Kerri Chandler, Pepe Bradock, Señor Coconut, Francois K., and many others… This release is a prelude to Évora’s new studio album, entitled “Voz d’Amor”, published by BMG internationally in September 2003, and highly acclaimed by the press worldwide.

2004: Voz d'Amor is awarded in the beginning of 2004, in the « Best World Music Album » category, by both a Grammy Awards (in the US) and a Victoires de la Musique (in France). The year 2004 is a very European year for Évora: she gives 82 concerts in 24 different European countries. Amongst them 5 sold out shows in Paris' Le Grand Rex. This series of concert is filmed for a DVD, that is released on the following October.

2005: Évora begins the year 2005 with a tour which brings her from the Baltic States to South Africa. Due to a surgical operation she has to interrupt the tour in May, just before several shows planned in the United States and Canada. Fortunately, this interruption is quite short. In September, Évora returns to the studios to record her new album, and goes back on a tour from Siberia (4 shows in October) to Brazil.

2006: Rogamar, Évora’s tenth album is released on March 6. Fifteen tracks, including a duet with Ismaël Lô on “Africa Nossa”, make this album sound like a link between Africa, Europe and Brazil. Évora begins a new tour in North America (Mexico, U.S.A. and Canada) before playing in Paris at Le Grand Rex and at some of major European festivals.

2007: Évora begins her 2007 tour in Hungary with a show in Debrecen and two others in Budapest on April 6, 7 and 8th before performing in Russia in Saint Petersburg, Moscow and Yekaterinburg in front of a won over audience. Her success in the former eastern block does not decrease but unfortunately that series of concerts is put to an end and her tour in the US scheduled for June and July cancelled. The doctors have diagnosed a coronary problem and decide to have Évora operated. She only hits the road again at the end of the year with a series of shows in Russia.

2008: The new tour starts in Australia. But suffering from a stroke after her Melbourne concert, Évora is admitted at the hospital and is repatriated to Paris for further examination. The tour is cancelled and Évora is obligated to rest for several months. Lusafrica takes advantage of that quiet period to release the recordings Évora had done for various local radio stations of Mindelo when she was in her twenties back in the early 1960s. Released in November, the “Radio Mindelo” album comes with a richly illustrated book with pictures and documents of the time. These 22 tracks, mostly exclusive, delight the fans, helping them wait for a new studio album.

2009: Évora is doing much better and gets back onstage but she needs to take it easy so her public appearances become less frequent than in the past. Her new album Nha Sentimento is scheduled for October 26. Recorded between February and May 2009 in Mindelo and Paris, it includes 14 tracks mainly written by her two fetish authors Manuel de Novas and Teofilo Chantre.

2010: In 2010, Cesaria Evora did an amazing series of concerts, the last of which was in Lisbon - on May 8th. On May 10, after a heart attack, Cesaria was operated on at a hospital in Paris. On the morning of May 11 she was separated from the artificial pulmonary ventilation, and on May 16, Cesaria was discharged from the Intensive Unit and transported to a clinic for further treatment.

Discography

Studio albums

La Diva Aux Pieds Nus (1988)

Distino di Belita (1990)

Mar Azul (1991)

Miss Perfumado (1992)

Cesária (1995)

Cabo Verde (1997)

Café Atlantico (1999)

São Vicente di Longe (2001)

Voz d'Amor (2003)

Rogamar (2006)

Nha Sentimento (2009)

Compilations & live albums

Sodade - Les Plus Belles Mornas de Cesária (Best of compilation, 1994)

Club Sodade (Remix album, 1996)

Live à l'Olympia (Live album, recorded at the Paris Olympia, 1996)

Colors of the World (Allegro Music, 1997)

Live Lugano July 1997 (Live album, recorded at Lugano, 1997)

Best Of' (Best of compilation, 1998) CAN: Gold

Anthology (Best of compilation, 2002)

Anthologie - Mornas & Coladeras (Double CD edition of Anthology, 2004)

Live d'Amor (Live DVD, recorded in 2004 at Le Grand Rex, Paris, 2004)

''Un Geste Pour Haiti"

References

External links

Official Website

Cesária Évora discography at Discogs

Representative company of Cesária Évora in Greece and Cyprus

Complete discography with tracks, some real audio files and lyrics

Unofficial French-language site

The International Country of Cesária Évora

bio

Boston Globe article

BBC

Biography at Africanmusic.org

Biography And Music Of The "BareFoot Diva", *Cesaria Evora*

Interview on NPR

Afropop Worldwide Biography of Cesária Évora

David Byrne's cover of "Ausencia"

World Music Central's Biography of Cesária Évora

Category:1941 births Category:Living people Category:Cape Verdean singers Category:Grammy Award winners Category:People from São Vicente, Cape Verde