ABSTRACT
The critique of the application of Piaget’s ideas for education continues with Boyle’s consideration of the importance of ‘activity’ in children’s learning. Cognitive psychology stresses the importance of the meanings an individual makes of learning experiences (see the introduction to this section pp. 276-7 and the extract by Claxton pp. 279-82). This is a view strongly advocated by those supporting the liberal romantic tradition (see the extracts by Blyth, pp. 79-82; Marshall, pp. 83-6, and Nias, pp. 91-4). Such meanings should be personally and actively developed.
Boyle reminds us however, that activity need not always be physical activity. In cognitive development, mental activity is as important, if not more important. Boyle draws upon evidence to question the Piagetian assertion that children need to actively manipulate objects to ensure that successful cognitive development occurs. As he concludes, verbal explanation is fundamental and that, ‘in the Piagetian scheme of things actions come first, words a very poor second’.
