ABSTRACT
This chapter provides a few words explaining why interaction and free discussion should play an essential role in any comprehensive theory of the development of cognitive and practical competencies. Students of the humanities who have dealt with Piaget have repeatedly tried to play the early Piaget against the late Piaget. The reason is that sociological considerations in Piaget's early writings seem to play a greater role than they do in the publications beginning with, say, Biology and Knowledge. The complaint of sociologists is usually that this deemphasis of sociological concerns in Piaget's thinking represents an unlearning, a loss of significant insights, and therefore must be reversed. Piaget, with his construct of universal pragmatics, remained stuck largely on the surface of social processes. However, as long as one does not leave the ground of universal pragmatics, full reversibility of such delusional cases must be acknowledged because the rules of contradiction and identity are respected: formally coherent reversible nonsense.
