Abstract
The idea of the child “creator” is historically associated with its activity and with “construction” of connaissances and savoirs2. These ideas developed within pedagogical streams, namely in active pedagogy, and their boom was brought about with the emergence of constructivism especially with Piaget. In fact, Piaget’s theory triggered a fundamental breakdown in the conceptions of learning seen as adaptation to the environment and of knowledge seen as a dynamic process of adaptation between the subject’s schemes and the object of the knowledge.
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Novotna, J., Sarrazy, B. (2014). Learning. In: Ambrose, D., Sriraman, B., Pierce, K.M. (eds) A Critique of Creativity and Complexity. Advances in Creativity and Giftedness, vol 25. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-773-5_2
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DOI: https://doi.org/10.1007/978-94-6209-773-5_2
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