Abstract
Many individuals claim that Piaget's theory of cognitive development is empirically false or substantially disconfirmed by empirical research. Although there is substance to such a claim, any such conclusion must address three increasingly problematic issues about the possibility of providing an empirical test of Piaget's genetic epistemology: (1) the empirical underdetermination of theory by empirical evidence, (2) the empirical difficulty of testing competence-type explanations, and (3) the difficulty of empirically testing epistemic norms. This is especially true of a central epistemic construct in Piaget's theory — the epistemic subject. To illustrate how similar problems of empirical testability arise in the physical sciences, I briefly examine the case of Galileo and the correlative difficulty of empirically testing Galileo's laws. I then point out some important epistemological similarities between Galileo and Piaget together with correlative changes needed in science studies methodology. I conclude that many psychologists and science educators have failed to appreciate the difficulty of falsifying Piaget's theory because they have tacitly adopted a philosophy of science at odds with the paradigm-case of Galileo.
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An earlier version of this paper was read at the 1990 annual meeting of the N.A.R.S.T in Atlanta. I wish to thank Mansoor Niaz for making suggestions about improving the quality of the paper.
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Kitchener, R.F. Piaget's epistemic subject and science education: Epistemological vs. psychological issues. Sci Educ 2, 137–148 (1993). https://doi.org/10.1007/BF00592203
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DOI: https://doi.org/10.1007/BF00592203