ABSTRACT
In this chapter, the author argues that his teaching strategy of helping the children to understand the inclusion problem can never lead to pure operational thinking because of his using "facilitating" situations instead of "confusing" situations is wrong. "The fact that the child gets the capacity for such an inference early as a kind of "learning set" in a specific situation, has little bearing on Jean Piaget's conception of this inference as an operation of thought readily available and serving the end of seeing how things work." A "didactic" method does not necessarily involve "imposing upon the subject adequate schemas," which sounds very "passive" indeed on the part of the subject. It can also mean helping the child to be an active problem solver. Children could transfer the solution learned for brick items to picture items and purely verbal items quite quickly.
