ABSTRACT
The underlying premise of this chapter is that Piaget's account of cognitive development provides important ideas and principles for educators who are interested in peer learning. Our task of communicating these ideas and principles is complex because Piaget's theory evolved over time (Piaget, 1970b) and is subject to alternative interpretations. In addition, some of Piaget's work has only recently been translated into English. There is disagreement as to whether or not Piaget understated the importance of social experiences and presented a view of cognitive development that is too biological and individualistic (Bovet, Parrat-Dayan, … Voneche, 1989; DeVries, 1997; Furth, 1987, 1996; Gopnik, 1996; Lourenço … Machado, 1996; Tudge … Rogoff, 1989; Tudge … Winterhoff, 1993b; Youniss, 1981; Youniss … Damon, 1992).
