A Reflection on Piaget's Theory 

Initially, I want to mention about equilibration concept which plays an important role in Piaget developmental theory. It is generally assumed that equilibration is the main factor that determines the shifts from one stage to another in the developmental stages of Piaget. In other words, equilibration occurs when a child passes to the next stage. At this point, two questions can be raised. Firstly, if it considered as that disequilibrium entails equilibration process, what would be the distinction between conflict and disequilibrium? According to me, to make a distinction between these concepts, it would be best to cite the environments in which these concepts occur. In the former, the learner is exposed to the conflict outside his or her own cognitive structure. Then, he or she internalizes the conflict. However, in the last, the learner experiences the disequilibrium within his or her own cognitive structure. Therefore, in this case, learners become aware of shortcomings in their way of thinking. The second question could be “Does equilibrations merely take place toward the end of stages?” My answer to this question is both between and within stages. These “within stages” come together and lead to a process in which the learner experiences an overall disequilibrium which results in a shift to the next stage.

In this paragraph, the relationship between how people learn according to Piageten view and meaningful learning in terms of processes of meaningful learning can be stressed. The most obvious analogy can be made between assimilation and derivative subsumption, in which learners add a new element to their existing cognitive structure. Also, there can be an analogy between accommodation and correlative subsumption since new information or experiences cannot be fitted in to the child’s current understanding so it is necessary to alter the existing structure.

Lastly, I want to state my analysis about Piageten view from the perspective of instructional design. I agree with the idea that this theory says pretty much about the way and the process of thinking of learners to the educators. However, I still have doubts about where teachers are expected to determine their stance on. To put it in another way, “Are they expected to accelerate this developmental process?” or these are natural boundaries so “Are they expected to wait for the right time to come?” I do not know the real answer to this question. Yet, for the second expectation, there can be a vital risk that this developmental theory serves a shield for the teachers to explain the under-achiever learners.