ABSTRACT
Jean Piaget’s work has long since entered the grain of pedagogy and it has taken on a soft patina-it has aged, softened, become more forgiving, less full of the harsh, bright certainties requisite of “the concepts and categories of established science” (Inhelder, 1969, p. 23). Through its aging, this work has assumed the character of a tale told, a commonplace and kindly response to the question “What’s the story about children and growing up and our task as teachers?” Through their aging, the images and figures from Piaget’s work have come form what we now see as the commonplace story of children and classrooms.
