Seltzer E
J Genet Psychol. 1977 Jun;130(2d Half):323-35. doi: 10.1080/00221325.1977.10533264.
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.
本文将约翰·杜威的探究理论与让·皮亚杰对知识增长所隐含机制的分析进行了比较。本文的资料来源是杜威关于逻辑和探究理论的研究以及皮亚杰的历史批判性和心理发生学研究。比较得出了三个主要结论：第一，两种理论之间存在显著的趋同性；第二，皮亚杰的发展分析明确了杜威研究中的纲领性内容；最后，皮亚杰将杜威的实用主义描述为一种不符合智能活动标准的方法是不正确的。
