A comparison between John Dewey's theory of inquiry and Jean Piaget's genetic analysis of intelligence.

This article compares John Dewey's theory of inquiry with Jean Piaget's analysis of the mechanisms implied in the increase of knowledge. The sources for this paper are Dewey's studies on logic and the theory of inquiry and Piaget's historical-critical and psychogenetic investigations. Three major conclusions result from the comparison: first, there are significant convergences between the two theories; second, Piaget's developmental analysis makes explicit what is programmatic in Dewey's investigations; and, finally, Piaget is incorrect in characterizing Dewey's pragmatism as a method that does not meet the criteria of intelligent activity.