Genetic epistemology

Genetic epistemology is a study of the origins (genesis) of knowledge (epistemology). In English, genetics refers to heredity. The terminology 'developmental theory of knowledge' and Genesic epistemology are perhaps better. The discipline was established by Jean Piaget.

The goal of genetic epistemology is to link the validity of knowledge to the model of its construction. It shows that how the knowledge was gained affects how valid it is. For example, our experience of gravity makes our knowledge of it more valid than our theory about black holes. Genetic epistemology also explains the process of how people develop cognitively from birth throughout their lives in four primary stages: sensorimotor (birth to age 2), pre-operational (2-7), concrete operational (7-11), and formal operational (11 years onward). The main focus is on the younger years of development. occurs when the perception of a new event or object occurs to the learner in an existing schema and is usually used in the context of self-motivation. In Accommodation, one accommodates the experiences according to the outcome of the tasks. The highest form of development is equilibration. Equilibration encompasses both assimilation and accommodation as the learner changes how they think to get a better answer. This is the upper level of development.

Piaget believed that knowledge is a biological function that results from the actions of an individual through change. He also stated that knowledge consists of structures, and comes about by the adaptation of these structures with the environment.

Piaget's genetic epistemology is halfway between formal logic and dialectical logic. Piaget's genetic epistemology is midway between objective idealism and materialism.

Piaget draws on the full range of contemporary mathematical knowledge, a vast empirical base of observation of the learning of very young children built up at his institute and reports of observations of older children and a general knowledge of the development of knowledge in history.

(1) From the standpoint of dialectical logic, we must agree that at each stage of development, at each "definition of the Absolute" in Hegel's terminology, formal logic is applicable. Piaget's proof of this is striking, and his demonstration of how the stages of development in child thought pass through a specific series which is deductive in a specific sense from the standpoint of mathematics is original and profound.

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