ABSTRACT
This chapter examines individual and social contributions to cognitive development and deals with causal and normative contributions to cognitive development. A key assumption has been made that the distinction psychology-logic maps onto the distinction empirical-normative. This assumption can be challenged. It is worth checking out an alternative view under which causal psychology (CP) and normative epistemology (NE) are exclusive opposites. There is a mediator in developmental epistemology (DE) directed on causal and normative facts. The chapter also deals with education interpreted through unitary framework. Learning through teaching is a paradigm case of social interaction. Education is also centrally concerned with the value formation of individuals in sociocultural contexts. A review of Piaget's account of education based on DE covered three principal aspects of education: teaching, assessment, and learning. Although education was not the principal concern in Piaget's research program, it was explicitly included in it. Piaget had a distinctive account of education.
