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Human Development: Piaget’s Cognitive Theory

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Piaget’s Theory of Cognitive Development

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Jean Piaget’s Cognitive Development: Ex-Schema Me?

Piaget’s Theory of Cognitive Development

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Piaget’s Sensorimotor Stage

Piaget’s Sensorimotor Stage

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Piaget – Stage 2 – Preoperational – Lack of Conservation

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Concrete Operations (Davidson Films, Inc.)

Child Psychology – Piaget – Concrete Operational Stage (Interview)

Piaget’s Concrete Operational Stage Questions

Formal operational stage – Intro to Psychology

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Piaget’s Formal Operational

Piaget’s Formal Operational Stage

Formal Operational Stage Experiment

Piaget’s Formal Operational Stage

Piaget Experiment – Formal Operational Stage

Theories of Cognitive Development, including Piaget and Vygotsky pt1 Dr. Amanda Waterman

Theories of Cognitive Development, including Piaget and Vygotsky pt2 Dr. Amanda Waterman

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Adolescence: Crash Course Psychology #20

 

Piaget’s theory of cognitive development

From Wikipedia, the free encyclopedia

Piaget’s theory of cognitive development is a comprehensive theory about the nature and development of human intelligence. It was first created by the Swiss developmental psychologist Jean Piaget (1896–1980). The theory deals with the nature of knowledge itself and how humans gradually come to acquire, construct, and use it.[1] Piaget’s theory is mainly known as a developmental stage theory.

To Piaget, cognitive development was a progressive reorganization of mental processes resulting from biological maturation and environmental experience. He believed that children construct an understanding of the world around them, experience discrepancies between what they already know and what they discover in their environment, then adjust their ideas accordingly.[2] Moreover, Piaget claimed that cognitive development is at the center of the human organism, and language is contingent on knowledge and understanding acquired through cognitive development.[3] Piaget’s earlier work received the greatest attention.

Child-centered classrooms and “open education” are direct applications of Piaget’s views.[4] Despite its huge success, Piaget’s theory has some limitations that Piaget recognized himself: for example, the theory supports sharp stages rather than continuous development (décalage).[5]

Contents

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Nature of intelligence: operative and figurative

Piaget noted that reality is a dynamic system of continuous change and, as such, is defined in reference to the two conditions that define dynamic systems. Specifically, he argued that reality involves transformations and states.[6] Transformations refer to all manners of changes that a thing or person can undergo. States refer to the conditions or the appearances in which things or persons can be found between transformations. For example, there might be changes in shape or form (for instance, liquids are reshaped as they are transferred from one vessel to another, and similarly humans change in their characteristics as they grow older), in size (for example, a series of coins on a table might be placed close to each other or far apart), or in placement or location in space and time (e.g., various objects or persons might be found at one place at one time and at a different place at another time). Thus, Piaget argued, if human intelligence is to be adaptive, it must have functions to represent both the transformational and the static aspects of reality.[7] He proposed that operative intelligence is responsible for the representation and manipulation of the dynamic or transformational aspects of reality, and that figurative intelligence is responsible for the representation of the static aspects of reality.[8]

Operative intelligence is the active aspect of intelligence. It involves all actions, overt or covert, undertaken in order to follow, recover, or anticipate the transformations of the objects or persons of interest.[9] Figurative intelligence is the more or less static aspect of intelligence, involving all means of representation used to retain in mind the states (i.e., successive forms, shapes, or locations) that intervene between transformations. That is, it involves perceptionimitationmental imagery, drawing, and language.[10] Therefore, the figurative aspects of intelligence derive their meaning from the operative aspects of intelligence, because states cannot exist independently of the transformations that interconnect them. Piaget stated that the figurative or the representational aspects of intelligence are subservient to its operative and dynamic aspects, and therefore, that understanding essentially derives from the operative aspect of intelligence.[9]

At any time, operative intelligence frames how the world is understood and it changes if understanding is not successful. Piaget stated that this process of understanding and change involves two basic functions: assimilation and accommodation.[10][11][12][13]

Assimilation and accommodation

Through his study of the field of education, Piaget focused on two processes, which he named assimilation and accommodation. To Piaget, assimilation meant integrating external elements into structures of lives or environments, or those we could have through experience. Assimilation is how humans perceive and adapt to new information. It is the process of fitting new information into pre-existing cognitive schemas.[14] Assimilation in which new experiences are reinterpreted to fit into, or assimilate with, old ideas.[15] It occurs when humans are faced with new or unfamiliar information and refer to previously learned information in order to make sense of it. In contrast, accommodation is the process of taking new information in one’s environment and altering pre-existing schemas in order to fit in the new information. This happens when the existing schema (knowledge) does not work, and needs to be changed to deal with a new object or situation.[16] Accommodation is imperative because it is how people will continue to interpret new concepts, schemas, frameworks, and more.[17] Piaget believed that the human brain has been programmed through evolution to bring equilibrium, which is what he believed ultimately influences structures by the internal and external processes through assimilation and accommodation.[14]

Piaget’s understanding was that assimilation and accommodation cannot exist without the other.[18] They are two sides of a coin. To assimilate an object into an existing mental schema, one first needs to take into account or accommodate to the particularities of this object to a certain extent. For instance, to recognize (assimilate) an apple as an apple, one must first focus (accommodate) on the contour of this object. To do this, one needs to roughly recognize the size of the object. Development increases the balance, or equilibration, between these two functions. When in balance with each other, assimilation and accommodation generate mental schemas of the operative intelligence. When one function dominates over the other, they generate representations which belong to figurative intelligence.[19]

Sensorimotor stage

US Navy 100406-N-7478G-346 Operations Specialist 2nd Class Reginald Harlmon and Electronics Technician 3rd Class Maura Schulze play peek-a-boo with a child in the Children’s Ward at Hospital Likas

Cognitive development is Jean Piaget’s theory. Through a series of stages, Piaget proposed four stages of cognitive development: the sensorimotorpreoperationalconcrete operational and formal operational period.[20] The sensorimotor stage is the first of the four stages in cognitive development which “extends from birth to the acquisition of language”.[21] In this stage, infants progressively construct knowledge and understanding of the world by coordinating experiences (such as vision and hearing) with physical interactions with objects (such as grasping, sucking, and stepping).[22] Infants gain knowledge of the world from the physical actions they perform within it.[23] They progress from reflexive, instinctual action at birth to the beginning of symbolic thought toward the end of the stage.[23]

Children learn that they are separate from the environment. They can think about aspects of the environment, even though these may be outside the reach of the child’s senses. In this stage, according to Piaget, the development of object permanence is one of the most important accomplishments.[14] Object permanence is a child’s understanding that objects continue to exist even though he or she cannot see or hear them.[23] Peek-a-boo is a good test for that. By the end of the sensorimotor period, children develop a permanent sense of self and object.[24]

Piaget divided the sensorimotor stage into six sub-stages”.[24]

Sub-Stage Age Description
Simple reflexes Birth-6 weeks “Coordination of sensation and action through reflexive behaviors”.[24] Three primary reflexes are described by Piaget: sucking of objects in the mouth, following moving or interesting objects with the eyes, and closing of the hand when an object makes contact with the palm (palmar grasp). Over the first six weeks of life, these reflexes begin to become voluntary actions. For example, the palmar reflex becomes intentional grasping.[25]
First habits and primary circular reactions phase 6 weeks-4 months “Coordination of sensation and two types of schema: habits (reflex) and primary circular reactions (reproduction of an event that initially occurred by chance). The main focus is still on the infant’s body”.[24] As an example of this type of reaction, an infant might repeat the motion of passing their hand before their face. Also at this phase, passive reactions, caused by classical or operant conditioning, can begin.[25]
Secondary circular reactions phase 4–8 months Development of habits. “Infants become more object-oriented, moving beyond self-preoccupation; repeat actions that bring interesting or pleasurable results”.[24] This stage is associated primarily with the development of coordination between vision and prehension. Three new abilities occur at this stage: intentional grasping for a desired object, secondary circular reactions, and differentiations between ends and means. At this stage, infants will intentionally grasp the air in the direction of a desired object, often to the amusement of friends and family. Secondary circular reactions, or the repetition of an action involving an external object begin; for example, moving a switch to turn on a light repeatedly. The differentiation between means and ends also occurs. This is perhaps one of the most important stages of a child’s growth as it signifies the dawn of logic.[25]
Coordination of secondary circular reactions stages 8–12 months “Coordination of vision and touch—hand-eye coordination; coordination of schemas and intentionality“.[24] This stage is associated primarily with the development of logic and the coordination between means and ends. This is an extremely important stage of development, holding what Piaget calls the “first proper intelligence“. Also, this stage marks the beginning of goal orientation, the deliberate planning of steps to meet an objective.[25]
Tertiary circular reactions, novelty, and curiosity 12–18 months “Infants become intrigued by the many properties of objects and by the many things they can make happen to objects; they experiment with new behavior”.[24] This stage is associated primarily with the discovery of new means to meet goals. Piaget describes the child at this juncture as the “young scientist,” conducting pseudo-experiments to discover new methods of meeting challenges.[25]
Internalization of schemas 18–24 months “Infants develop the ability to use primitive symbols and form enduring mental representations”.[24] This stage is associated primarily with the beginnings of insight, or true creativity. This marks the passage into the preoperational stage.

Pre-operational stage

Piaget’s second stage, the pre-operational stage, starts when the child begins to learn to speak at age two and lasts up until the age of seven. During the Pre-operational Stage of cognitive development, Piaget noted that children do not yet understand concrete logic and cannot mentally manipulate information.[26] Children’s increase in playing and pretending takes place in this stage. However, the child still has trouble seeing things from different points of view. The children’s play is mainly categorized by symbolic play and manipulating symbols. Such play is demonstrated by the idea of checkers being snacks, pieces of paper being plates, and a box being a table. Their observations of symbols exemplifies the idea of play with the absence of the actual objects involved. By observing sequences of play, Piaget was able to demonstrate that, towards the end of the second year, a qualitatively new kind of psychological functioning occurs, known as the Pre-operational Stage.[27][28]

The pre-operational stage is sparse and logically inadequate in regard to mental operations. The child is able to form stable concepts as well as magical beliefs. The child, however, is still not able to perform operations, which are tasks that the child can do mentally, rather than physically. Thinking in this stage is still egocentric, meaning the child has difficulty seeing the viewpoint of others. The Pre-operational Stage is split into two substages: the symbolic function substage, and the intuitive thought substage. The symbolic function substage is when children are able to understand, represent, remember, and picture objects in their mind without having the object in front of them. The intuitive thought substage is when children tend to propose the questions of “why?” and “how come?” This stage is when children want to understand everything.[28]

Symbolic function substage

At about two to four years of age, children cannot yet manipulate and transform information in a logical way. However, they now can think in images and symbols. Other examples of mental abilities are language and pretend play. Symbolic play is when children develop imaginary friends or role-play with friends. Children’s play becomes more social and they assign roles to each other. Some examples of symbolic play include playing house, or having a tea party. Interestingly, the type of symbolic play in which children engage is connected with their level of creativity and ability to connect with others.[29] Additionally, the quality of their symbolic play can have consequences on their later development. For example, young children whose symbolic play is of a violent nature tend to exhibit less prosocial behavior and are more likely to display antisocial tendencies in later years.[30]

In this stage, there are still limitations, such as egocentrism and precausal thinking.

Egocentrism

Egocentrism occurs when a child is unable to distinguish between their own perspective and that of another person. Children tend to stick to their own viewpoint, rather than consider the view of others. Indeed, they are not even aware that such a concept as “different viewpoints” exists.[31] Egocentrism can be seen in an experiment performed by Piaget and Swiss developmental psychologist Bärbel Inhelder, known as the three mountain problem. In this experiment, three views of a mountain are shown to the child, who is asked what a traveling doll would see at the various angles. The child will consistently describe what they can see from the position from which they are seated, regardless of the angle from which they are asked to take the doll’s perspective. Egocentrism would also cause a child to believe, “I like Sesame Street, so Daddy must like Sesame Street, too”.

Similar to preoperational children’s egocentric thinking is their structuring of a cause and effect relationships. Piaget coined the term “precausal thinking” to describe the way in which preoperational children use their own existing ideas or views, like in egocentrism, to explain cause-and-effect relationships. Three main concepts of causality as displayed by children in the preoperational stage include: animism, artificialism and transductive reasoning.[32]

Animism is the belief that inanimate objects are capable of actions and have lifelike qualities. An example could be a child believing that the sidewalk was mad and made them fall down, or that the stars twinkle in the sky because they are happy. Artificialism refers to the belief that environmental characteristics can be attributed to human actions or interventions. For example, a child might say that it is windy outside because someone is blowing very hard, or the clouds are white because someone painted them that color. Finally, precausal thinking is categorized by transductive reasoning. Transductive reasoning is when a child fails to understand the true relationships between cause and effect.[28][33] Unlike deductive or inductive reasoning (general to specific, or specific to general), transductive reasoning refers to when a child reasons from specific to specific, drawing a relationship between two separate events that are otherwise unrelated. For example, if a child hears the dog bark and then a balloon popped, the child would conclude that because the dog barked, the balloon popped.

Intuitive thought substage

At between about the ages of 4 and 7, children tend to become very curious and ask many questions, beginning the use of primitive reasoning. There is an emergence in the interest of reasoning and wanting to know why things are the way they are. Piaget called it the “intuitive substage” because children realize they have a vast amount of knowledge, but they are unaware of how they acquired it. Centrationconservationirreversibility, class inclusion, and transitive inference are all characteristics of preoperative thought. Centration is the act of focusing all attention on one characteristic or dimension of a situation, whilst disregarding all others. Conservation is the awareness that altering a substance’s appearance does not change its basic properties. Children at this stage are unaware of conservation and exhibit centration. Both centration and conservation can be more easily understood once familiarized with Piaget’s most famous experimental task.

In this task, a child is presented with two identical beakers containing the same amount of liquid. The child usually notes that the beakers do contain the same amount of liquid. When one of the beakers is poured into a taller and thinner container, children who are younger than seven or eight years old typically say that the two beakers no longer contain the same amount of liquid, and that the taller container holds the larger quantity (centration), without taking into consideration the fact that both beakers were previously noted to contain the same amount of liquid. Due to superficial changes, the child was unable to comprehend that the properties of the substances continued to remain the same (conservation).

Irreversibility is a concept developed in this stage which is closely related to the ideas of centration and conservation. Irreversibility refers to when children are unable to mentally reverse a sequence of events. In the same beaker situation, the child does not realize that, if the sequence of events was reversed and the water from the tall beaker was poured back into its original beaker, then the same amount of water would exist. Another example of children’s reliance on visual representations is their misunderstanding of “less than” or “more than”. When two rows containing equal amounts of blocks are placed in front of a child, one row spread farther apart than the other, the child will think that the row spread farther contains more blocks.[28][34]

Class inclusion refers to a kind of conceptual thinking that children in the preoperational stage cannot yet grasp. Children’s inability to focus on two aspects of a situation at once inhibits them from understanding the principle that one category or class can contain several different subcategories or classes.[32] For example, a four-year-old girl may be shown a picture of eight dogs and three cats. The girl knows what cats and dogs are, and she is aware that they are both animals. However, when asked, “Are there more dogs or animals?” she is likely to answer “more dogs”. This is due to her difficulty focusing on the two subclasses and the larger class all at the same time. She may have been able to view the dogs as dogs or animals, but struggled when trying to classify them as both, simultaneously.[35][36] Similar to this is concept relating to intuitive thought, known as “transitive inference”.

Transitive inference is using previous knowledge to determine the missing piece, using basic logic. Children in the preoperational stage lack this logic. An example of transitive inference would be when a child is presented with the information “A” is greater than “B” and “B” is greater than “C”. This child may have difficulty here understanding that “A” is also greater than “C”.

 

The concrete operational stage is the third stage of Piaget’s theory of cognitive development. This stage, which follows the preoperational stage, occurs between the ages of 7 and 11 (preadolescence) years,[37] and is characterized by the appropriate use of logic. During this stage, a child’s thought processes become more mature and “adult like”. They start solving problems in a more logical fashion. Abstract, hypothetical thinking is not yet developed in the child, and children can only solve problems that apply to concrete events or objects. At this stage, the children undergo a transition where the child learns rules such as conservation.[38] Piaget determined that children are able to incorporate Inductive reasoning. Inductive reasoning involves drawing inferences from observations in order to make a generalization. In contrast, children struggle with deductive reasoning, which involves using a generalized principle in order to try to predict the outcome of an event. Children in this stage commonly experience difficulties with figuring out logic in their heads. For example, a child will understand that “A is more than B” and “B is more than C”. However, when asked “is A more than C?”, the child might not be able to logically figure the question out in his or her head.

Two other important processes in the concrete operational stage are logic and the elimination of egocentrism.

Egocentrism is the inability to consider or understand a perspective other than one’s own. It is the phase where the thought and morality of the child is completely self focused.[39] During this stage, the child acquires the ability to view things from another individual’s perspective, even if they think that perspective is incorrect. For instance, show a child a comic in which Jane puts a doll under a box, leaves the room, and then Melissa moves the doll to a drawer, and Jane comes back. A child in the concrete operations stage will say that Jane will still think it’s under the box even though the child knows it is in the drawer. (See also False-belief task.)

Children in this stage can, however, only solve problems that apply to actual (concrete) objects or events, and not abstract concepts or hypothetical tasks. Understanding and knowing how to use full common sense has not yet been completely adapted.

Piaget determined that children in the concrete operational stage were able to incorporate inductive logic. On the other hand, children at this age have difficulty using deductive logic, which involves using a general principle to predict the outcome of a specific event. This includes mental reversibility. An example of this is being able to reverse the order of relationships between mental categories. For example, a child might be able to recognize that his or her dog is a Labrador, that a Labrador is a dog, and that a dog is an animal, and draw conclusions from the information available, as well as apply all these processes to hypothetical situations.[40]

The abstract quality of the adolescent’s thought at the formal operational level is evident in the adolescent’s verbal problem solving ability.[40] The logical quality of the adolescent’s thought is when children are more likely to solve problems in a trial-and-error fashion.[40] Adolescents begin to think more as a scientist thinks, devising plans to solve problems and systematically test opinions.[40] They use hypothetical-deductive reasoning, which means that they develop hypotheses or best guesses, and systematically deduce, or conclude, which is the best path to follow in solving the problem.[40] During this stage the adolescent is able to understand love, logical proofs and values. During this stage the young person begins to entertain possibilities for the future and is fascinated with what they can be.[40]

Adolescents also are changing cognitively by the way that they think about social matters.[40] Adolescent egocentrism governs the way that adolescents think about social matters, and is the heightened self-consciousness in them as they are, which is reflected in their sense of personal uniqueness and invincibility.[40] Adolescent egocentrism can be dissected into two types of social thinking, imaginary audience that involves attention-getting behavior, and personal fable, which involves an adolescent’s sense of personal uniqueness and invincibility.[40] These two types of social thinking begin to affect a child’s egocentrism in the concrete stage. However, it carries over to the formal operational stage when they are then faced with abstract thought and fully logical thinking.

Testing for concrete operations

Piagetian tests are well known and practiced to test for concrete operations. The most prevalent tests are those for conservation. There are some important aspects that the experimenter must take into account when performing experiments with these children.

One example of an experiment for testing conservation is an experimenter will have two glasses that are the same size, fill them to the same level with liquid, which the child will acknowledge is the same. Then, the experimenter will pour the liquid from one of the small glasses into a tall, thin glass. The experimenter will then ask the child if the taller glass has more liquid, less liquid, or the same amount of liquid. The child will then give his answer. The experimenter will ask the child why he gave his answer, or why he thinks that is.

  • Justification: After the child has answered the question being posed, the experimenter must ask why the child gave that answer. This is important because the answers they give can help the experimenter to assess the child’s developmental age.[41]
  • Number of times asking: Some argue that if a child is asked if the amount of liquid in the first set of glasses is equal then, after pouring the water into the taller glass, the experimenter asks again about the amount of liquid, the children will start to doubt their original answer. They may start to think that the original levels were not equal, which will influence their second answer.[42]
  • Word choice: The phrasing that the experimenter uses may affect how the child answers. If, in the liquid and glass example, the experimenter asks, “Which of these glasses has more liquid?”, the child may think that his thoughts of them being the same is wrong because the adult is saying that one must have more. Alternatively, if the experimenter asks, “Are these equal?”, then the child is more likely to say that they are, because the experimenter is implying that they are.

Piagetian operations

Formal operational stage

The final stage is known as the formal operational stage (adolescence and into adulthood, roughly ages 11 to approximately 15–20): Intelligence is demonstrated through the logical use of symbols related to abstract concepts. This form of thought includes “assumptions that have no necessary relation to reality.”[43] At this point, the person is capable of hypothetical and deductive reasoning. During this time, people develop the ability to think about abstract concepts.

Piaget stated that “hypothetico-deductive reasoning” becomes important during the formal operational stage. This type of thinking involves hypothetical “what-if” situations that are not always rooted in reality, i.e. counterfactual thinking. It is often required in science and mathematics.

  • Abstract thought emerges during the formal operational stage. Children tend to think very concretely and specifically in earlier stages, and begin to consider possible outcomes and consequences of actions.
  • Metacognition, the capacity for “thinking about thinking” that allows adolescents and adults to reason about their thought processes and monitor them.[44]
  • Problem-solving is demonstrated when children use trial-and-error to solve problems. The ability to systematically solve a problem in a logical and methodical way emerges.

While children in primary school years mostly used inductive reasoning, drawing general conclusions from personal experiences and specific facts, adolescents become capable of deductive reasoning, in which they draw specific conclusions from abstract concepts using logic. This capability results from their capacity to think hypothetically.[45]

“However, research has shown that not all persons in all cultures reach formal operations, and most people do not use formal operations in all aspects of their lives”.[46]

Experiments

Piaget and his colleagues conducted several experiments to assess formal operational thought.[47]

In one of the experiments, Piaget evaluated the cognitive capabilities of children of different ages through the use of a scale and varying weights. The task was to balance the scale by hooking weights on the ends of the scale. To successfully complete the task, the children must use formal operational thought to realize that the distance of the weights from the center and the heaviness of the weights both affected the balance. A heavier weight has to be placed closer to the center of the scale, and a lighter weight has to be placed farther from the center, so that the two weights balance each other.[45] While 3- to 5- year olds could not at all comprehend the concept of balancing, children by the age of 7 could balance the scale by placing the same weights on both ends, but they failed to realize the importance of the location. By age 10, children could think about location but failed to use logic and instead used trial-and-error. Finally, by age 13 and 14, in early adolescence, some children more clearly understood the relationship between weight and distance and could successfully implement their hypothesis.[48]

The stages and causation[edit]

Piaget sees children’s conception of causation as a march from “primitive” conceptions of cause to those of a more scientific, rigorous, and mechanical nature. These primitive concepts are characterized as supernatural, with a decidedly non-natural or non-mechanical tone. Piaget has as his most basic assumption that babies are phenomenists. That is, their knowledge “consists of assimilating things to schemas” from their own action such that they appear, from the child’s point of view, “to have qualities which, in fact, stem from the organism”. Consequently, these “subjective conceptions,” so prevalent during Piaget’s first stage of development, are dashed upon discovering deeper empirical truths.

Piaget gives the example of a child believing that the moon and stars follow him on a night walk. Upon learning that such is the case for his friends, he must separate his self from the object, resulting in a theory that the moon is immobile, or moves independently of other agents.

The second stage, from around three to eight years of age, is characterized by a mix of this type of magical, animistic, or “non-natural” conceptions of causation and mechanical or “naturalistic” causation. This conjunction of natural and non-natural causal explanations supposedly stems from experience itself, though Piaget does not make much of an attempt to describe the nature of the differences in conception. In his interviews with children, he asked questions specifically about natural phenomena, such as: “What makes clouds move?”, “What makes the stars move?”, “Why do rivers flow?” The nature of all the answers given, Piaget says, are such that these objects must perform their actions to “fulfill their obligations towards men”. He calls this “moral explanation”.[49]

Practical applications[edit]

Parents can use Piaget’s theory when deciding how to determine what to buy in order to support their child’s growth.[50] Teachers can also use Piaget’s theory, for instance, when discussing whether the syllabus subjects are suitable for the level of students or not.[51]For example, recent studies have shown that children in the same grade and of the same age perform differentially on tasks measuring basic addition and subtraction fluency. While children in the preoperational and concrete operational levels of cognitive development perform combined arithmetic operations (such as addition and subtraction) with similar accuracy,[52] children in the concrete operational level of cognitive development have been able to perform both addition problems and subtraction problems with overall greater fluency.[53]

The stage of cognitive growth of a person differ from another. It affects and influences how someone thinks about everything including flowers. A 7-month old infant, in the sensorimotor age, flowers are recognized by smelling, pulling and biting. A slightly older child has not realized that a flower is not fragrant, but similar to many children at her age, her egocentric, two handed curiosity will teach her. In the formal operational stage of an adult, flowers are part of larger, logical scheme. They are used either to earn money or to create beauty. Cognitive development or thinking is an active process from the beginning to the end of life. Intellectual advancement happens because people at every age and developmental period looks for cognitive equilibrium. To achieve this balance, the easiest way is to understand the new experiences through the lens of the preexisting ideas. Infants learn that new objects can be grabbed in the same way of familiar objects, and adults explain the day’s headlines as evidence for their existing worldview.[54]

However, the application of standardized Piagetian theory and procedures in different societies established widely varying results that lead some to speculate not only that some cultures produce more cognitive development than others but that without specific kinds of cultural experience, but also formal schooling, development might cease at certain level, such as concrete operational level. A procedure was done following methods developed in Geneva. Participants were presented with two beakers of equal circumference and height, filled with equal amounts of water. The water from one beaker was transferred into another with taller and smaller circumference. The children and young adults from non-literate societies of a given age were more likely to think that the taller, thinner beaker had more water in it. On the other hand, an experiment on the effects of modifying testing procedures to match local cultural produced a different pattern of results.[55]

Postulated physical mechanisms underlying schemas and stages[edit]

In 1967, Piaget considered the possibility of RNA molecules as likely embodiments of his still-abstract schemas (which he promoted as units of action)—though he did not come to any firm conclusion.[56] At that time, due to work such as that of Swedish biochemist Holger Hydén, RNA concentrations had, indeed, been shown to correlate with learning, so the idea was quite plausible.

However, by the time of Piaget’s death in 1980, this notion had lost favor. One main problem was over the protein which, it was assumed, such RNA would necessarily produce, and that did not fit in with observation. It was determined that only about 3% of RNA does code for protein.[57] Hence, most of the remaining 97% (the “ncRNA“) could theoretically be available to serve as Piagetian schemas (or other regulatory roles in the 2000s under investigation). The issue has not yet been resolved experimentally, but its theoretical aspects were reviewed in 2008[57] — then developed further from the viewpoints of biophysics and epistemology.[58][59] Meanwhile, this RNA-based approach also unexpectedly offered explanations for other several biological issues unresolved, thus providing some measure of corroboration.[citation needed]

Relation to psychometric theories of intelligence[edit]

Piaget designed a number of tasks to verify hypotheses arising from his theory. The tasks were not intended to measure individual differences, and they have no equivalent in psychometric intelligence tests. Notwithstanding the different research traditions in which psychometric tests and Piagetian tasks were developed, the correlations between the two types of measures have been found to be consistently positive and generally moderate in magnitude. A common general factor underlies them. It has been shown that it is possible to construct a battery consisting of Piagetian tasks that is as good a measure of general intelligence as standard IQ tests.[60][61][62]

Challenges to Piagetian stage theory[edit]

Piagetian accounts of development have been challenged on several grounds. First, as Piaget himself noted, development does not always progress in the smooth manner his theory seems to predict. Décalage, or progressive forms of cognitive developmental progression in a specific domain, suggest that the stage model is, at best, a useful approximation.[63] Furthermore, studies have found that children may be able to learn concepts and capability of complex reasoning that supposedly represented in more advanced stages with relative ease (Lourenço & Machado, 1996, p. 145).[64][65] More broadly, Piaget’s theory is “domain general,” predicting that cognitive maturation occurs concurrently across different domains of knowledge (such as mathematics, logic, and understanding of physics or language).[63] Piaget did not take into account variability in a child’s performance notably how a child can differ in sophistication across several domains.

During the 1980s and 1990s, cognitive developmentalists were influenced by “neo-nativist” and evolutionary psychology ideas. These ideas de-emphasized domain general theories and emphasized domain specificity or modularity of mind.[66] Modularity implies that different cognitive faculties may be largely independent of one another, and thus develop according to quite different timetables, which are “influenced by real world experiences”.[66] In this vein, some cognitive developmentalists argued that, rather than being domain general learners, children come equipped with domain specific theories, sometimes referred to as “core knowledge,” which allows them to break into learning within that domain. For example, even young infants appear to be sensitive to some predictable regularities in the movement and interactions of objects (for example, an object cannot pass through another object), or in human behavior (for example, a hand repeatedly reaching for an object has that object, not just a particular path of motion), as it becomes the building block of which more elaborate knowledge is constructed.

Piaget’s theory has been said to undervalue the influence that culture has on cognitive development. Piaget demonstrates that a child goes through several stages of cognitive development and come to conclusions on their own but in reality, a child’s sociocultural environment plays an important part in their cognitive development. Social interaction teaches the child about the world and helps them develop through the cognitive stages, which Piaget neglected to consider.[67][68]

More recent work has strongly challenged some of the basic presumptions of the “core knowledge” school, and revised ideas of domain generality—but from a newer dynamic systems approach, not from a revised Piagetian perspective. Dynamic systems approaches harken to modern neuroscientific research that was not available to Piaget when he was constructing his theory. One important finding is that domain-specific knowledge is constructed as children develop and integrate knowledge. This enables the domain to improve the accuracy of the knowledge as well as organization of memories.[66] However, this suggests more of a “smooth integration” of learning and development than either Piaget, or his neo-nativist critics, had envisioned. Additionally, some psychologists, such as Lev Vygotsky and Jerome Bruner, thought differently from Piaget, suggesting that language was more important for cognition development than Piaget implied.[66][69]

Post-Piagetian and neo-Piagetian stages[edit]

In recent years, several theorists attempted to address concerns with Piaget’s theory by developing new theories and models that can accommodate evidence which violates Piagetian predictions and postulates.

  • The neo-Piagetian theories of cognitive development, advanced by Robbie Case, Andreas Demetriou, Graeme S. Halford, Kurt W. FischerMichael Lamport Commons, and Juan Pascual-Leone, attempted to integrate Piaget’s theory with cognitive and differential theories of cognitive organization and development. Their aim was to better account for the cognitive factors of development and for intra-individual and inter-individual differences in cognitive development. They suggested that development along Piaget’s stages is due to increasing working memory capacity and processing efficiency by “biological maturation”.[70] Moreover, Demetriou´s theory ascribes an important role to hypercognitive processes of “self-monitoring, self-recording, self-evaluation, and self-regulation”, and it recognizes the operation of several relatively autonomous domains of thought (Demetriou, 1998; Demetriou, Mouyi, Spanoudis, 2010; Demetriou, 2003, p. 153).[71]
  • Piaget’s theory stops at the formal operational stage, but other researchers have observed the thinking of adults is more nuanced than formal operational thought. This fifth stage has been named post formal thought or operation.[72][73] Post formal stages have been proposed. Michael Commons presented evidence for four post formal stages in the model of hierarchical complexity: systematic, meta-systematic, paradigmatic, and cross-paradigmatic (Commons & Richards, 2003, p. 206–208; Oliver, 2004, p. 31).[74][75][76]There are many theorists, however, who have criticized “post formal thinking,” because the concept lacks both theoretical and empirical verification. The term “integrative thinking” has been suggested for use instead.[77][78][79][80][81]

Kohlberg’s Model of Moral Development

  • A “sentential” stage, said to occur before the early preoperational stage, has been proposed by Fischer, Biggs and Biggs, Commons, and Richards.[82][83]
  • Searching for a micro-physiological basis for human mental capacity, Robert R. Traill (1978, Section C5.4; 1999, Section 8.4) proposed that there may be “pre-sensorimotor” stages (“M−1L”, “M−2L”, …), which are developed in the womb and/or transmitted genetically.[84][85]
  • Jerome Bruner has expressed views on cognitive development in a “pragmatic orientation” in which humans actively use knowledge for practical applications, such as problem solving and understanding reality.[86]
  • Michael Lamport Commons proposed the model of hierarchical complexity (MHC) in two dimensions: horizontal complexity and vertical complexity (Commons & Richards, 2003, p. 205).[75][87][88]
  • Kieran Egan has proposed five stages of understanding: “somatic”, “mythic”, “romantic”, “philosophic”, and “ironic”, which is developed through cognitive tools such as “stories”, “binary oppositions”, “fantasy” and “rhyme, rhythm, and meter” to enhance memorization to develop a long-lasting learning capacity.[89]
  • Lawrence Kohlberg developed three stages of moral development: “Preconventional“, “Conventional” and “Postconventional”.[89][90] Each level is composed of two orientation stages, with a total of six orientation stages: (1) “Punishment-Obedience”, (2) “Instrumental Relativist”, (3) “Good Boy-Nice Girl”, (4) “Law and Order”, (5) “Social Contract”, and (6) “Universal Ethical Principle“.[89][90]
  • Andreas Demetriou has expressed neo-Piagetian theories of cognitive development.
  • Jane Loevinger’s stages of ego development occur through “an evolution of stages”.[91] “First is the Presocial Stage followed by the Symbiotic Stage, Impulsive Stage, Self-Protective Stage, Conformist Stage, Self-Aware Level: Transition from Conformist to Conscientious Stage, Individualistic Level: Transition from Conscientious to the Autonomous Stage, Conformist Stage, and Integrated Stage”.[91]
  • Ken Wilber has incorporated Piaget’s theory in his multidisciplinary field of integral theory. The human consciousness is structured in hierarchical order and organized in “holon” chains or “great chain of being“, which are based on the level of spiritual and psychological development.[92]

Maslow’s Hierarchy Of Needs

  • The process of initiation is a modification of Piaget’s theory integrating Abraham Maslow‘s concept of self-actualization.[93]
  • Cheryl Armon has proposed five stages of ” the Good Life”: “Egoistic Hedonism”, “Instrumental Hedonism”, “Affective/Altruistic Mutuality”, “Individuality”, and “Autonomy/Community” (Andreoletti & Demick, 2003, p. 284) (Armon, 1984, p. 40–43).[94][95]
  • Christopher R. Hallpike proposed that human evolution of cognitive moral understanding had evolved from the beginning of time from its primitive state to the present time.[96][97]
  • Robert Kegan extended Piaget’s developmental model to adults in describing what he called constructive-developmental psychology.[98] 

 

https://en.wikipedia.org/wiki/Piaget%27s_theory_of_cognitive_development

 

Jean Piaget

From Wikipedia, the free encyclopedia
Jean Piaget
Jean Piaget in Ann Arbor.png

Piaget at the University of Michigan, c. 1968
Born Jean William Fritz Piaget
9 August 1896
Neuchâtel, Switzerland
Died 16 September 1980 (aged 84)
Geneva, Switzerland
Alma mater University of Neuchâtel
Known for Constructivismgenetic epistemologytheory of cognitive developmentobject permanenceegocentrism
Scientific career
Fields Developmental psychologyepistemology
Influences Immanuel KantHenri Bergson,[1]Pierre JanetAlfred BinetThéodore SimonJames Mark Baldwin[2]
Influenced Bärbel Inhelder,[3] Jerome Bruner,[4] Kenneth Kaye,[citation needed] Lawrence Kohlberg,[5] Robert Kegan,[6]Howard Gardner,[7] Thomas Kuhn,[8] Seymour Papert,[9] Lev Vygotsky[10][11]

Jean Piaget (French: [ʒɑ̃ pjaʒɛ]; 9 August 1896 – 16 September 1980) was a Swiss clinical psychologist known for his pioneering work in child development. Piaget’s theory of cognitive development and epistemological view are together called “genetic epistemology“.

Piaget placed great importance on the education of children. As the Director of the International Bureau of Education, he declared in 1934 that “only education is capable of saving our societies from possible collapse, whether violent, or gradual.”[12] His theory of child development is studied in pre-service education programs. Educators continue to incorporate constructivist-based strategies.

Piaget created the International Center for Genetic Epistemology in Geneva in 1955 while on the faculty of the University of Geneva and directed the Center until his death in 1980.[13] The number of collaborations that its founding made possible, and their impact, ultimately led to the Center being referred to in the scholarly literature as “Piaget’s factory”.[14]

According to Ernst von Glasersfeld, Jean Piaget was “the great pioneer of the constructivist theory of knowing.”[15] However, his ideas did not become widely popularized until the 1960s.[16] This then led to the emergence of the study of development as a major sub-discipline in psychology.[17] By the end of the 20th century, Piaget was second only to B. F. Skinner as the most cited psychologist of that era.[18]

Contents

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Personal life

Piaget was born in 1896 in Neuchâtel, in the Francophone region of Switzerland. He was the oldest son of Arthur Piaget (Swiss), a professor of medieval literature at the University of Neuchâtel, and Rebecca Jackson (French). Piaget was a precocious child who developed an interest in biology and the natural world. His early interest in zoology earned him a reputation among those in the field after he had published several articles on mollusks by the age of 15.[19]

He was educated at the University of Neuchâtel, and studied briefly at the University of Zürich. During this time, he published two philosophical papers that showed the direction of his thinking at the time, but which he later dismissed as adolescent thought.[20] His interest in psychoanalysis, at the time a burgeoning strain of psychology, can also be dated to this period. Piaget moved from Switzerland to Paris, France after his graduation and he taught at the Grange-Aux-Belles Street School for Boys. The school was run by Alfred Binet, the developer of the Stanford–Binet Intelligence Scales, and Piaget assisted in the marking of Binet’s intelligence tests. It was while he was helping to mark some of these tests that Piaget noticed that young children consistently gave wrong answers to certain questions. Piaget did not focus so much on the fact of the children’s answers being wrong, but that young children consistently made types of mistakes that older children and adults did not. This led him to the theory that young children’s cognitive processes are inherently different from those of adults. Ultimately, he was to propose a global theory of cognitive developmental stages in which individuals exhibit certain common patterns of cognition in each period of development. In 1921, Piaget returned to Switzerland as director of the Rousseau Institute in Geneva. At this time, the institute was directed by Édouard Claparède.[21] Piaget was familiar with many of Claparède’s ideas including that of the psychological concept ‘groping’ which was closely associated with “trials and errors” observed in human mental patterns.[22]

In 1923, he married Valentine Châtenay; the couple had three children, whom Piaget studied from infancy. From 1925 to 1929 Piaget was professor of psychology, sociology, and the philosophy of science at the University of Neuchatel.[23] In 1929, Jean Piaget accepted the post of Director of the International Bureau of Education and remained the head of this international organization until 1968. Every year, he drafted his “Director’s Speeches” for the IBE Council and for the International Conference on Public Education in which he explicitly addressed his educational credo.

Having taught at the University of Geneva and at the University of Paris, in 1964, Piaget was invited to serve as chief consultant at two conferences at Cornell University (March 11–13) and University of California, Berkeley(March 16–18). The conferences addressed the relationship of cognitive studies and curriculum development and strived to conceive implications of recent investigations of children’s cognitive development for curricula.[24]

In 1979 he was awarded the Balzan Prize for Social and Political Sciences.

He was buried with his family in an unmarked grave in the Cimetière des Rois (Cemetery of Kings) in Geneva. This was as per his request.[25]

Career history

Bust of Jean Piaget in the Parc des BastionsGeneva

Harry Beilin described Jean Piaget’s theoretical research program[26] as consisting of four phases:

  1. the sociological model of development,
  2. the biological model of intellectual development,
  3. the elaboration of the logical model of intellectual development,
  4. the study of figurative thought.

The resulting theoretical frameworks are sufficiently different from each other that they have been characterized as representing different “Piagets.” More recently, Jeremy Burman responded to Beilin and called for the addition of a phase before his turn to psychology: “the zeroeth Piaget.”[27]

Piaget before psychology

Before Piaget became a psychologist, he trained in natural history and philosophy. He received a doctorate in 1918 from the University of Neuchatel. He then undertook post-doctoral training in Zurich (1918–1919), and Paris (1919–1921). He was hired by Théodore Simon to standardize psychometric measures for use with French children in 1919.[28]. The theorist we recognize today only emerged when he moved to Geneva, to work for Édouard Claparède as director of research at the Rousseau Institute, in 1922.

Sociological model of development

Piaget first developed as a psychologist in the 1920s. He investigated the hidden side of children’s minds. Piaget proposed that children moved from a position of egocentrism to sociocentrism. For this explanation he combined the use of psychological and clinical methods to create what he called a semiclinical interview. He began the interview by asking children standardized questions and depending on how they answered, he would ask them a series of nonstandard questions. Piaget was looking for what he called “spontaneous conviction” so he often asked questions the children neither expected nor anticipated. In his studies, he noticed there was a gradual progression from intuitive to scientific and socially acceptable responses. Piaget theorized children did this because of the social interaction and the challenge to younger children’s ideas by the ideas of those children who were more advanced.

This work was used by Elton Mayo as the basis for the famous Hawthorne Experiments.[29] For Piaget, it also led to an honorary doctorate from Harvard in 1936.[30]

Biological model of intellectual development

In this stage, Piaget believed that the process of thinking and the intellectual development could be regarded as an extension of the biological process of the evolutionary adaptation of the species, which has also two on-going processes: assimilation and accommodation. There is assimilation when a child responds to a new event in a way that is consistent with an existing schema.[31] There is accommodation when a child either modifies an existing schema or forms an entirely new schema to deal with a new object or event.[31]

He argued infants were engaging in an act of assimilation when they sucked on everything in their reach. He claimed infants transform all objects into an object to be sucked. The children were assimilating the objects to conform to their own mental structures. Piaget then made the assumption that whenever one transforms the world to meet individual needs or conceptions, one is, in a way, assimilating it. Piaget also observed his children not only assimilating objects to fit their needs, but also modifying some of their mental structures to meet the demands of the environment. This is the second division of adaptation known as accommodation. To start out, the infants only engaged in primarily reflex actions such as sucking, but not long after, they would pick up objects and put them in their mouths. When they do this, they modify their reflex response to accommodate the external objects into reflex actions. Because the two are often in conflict, they provide the impetus for intellectual development. The constant need to balance the two triggers intellectual growth.

To test his theory, Piaget observed the habits in his own children.

Elaboration of the logical model of intellectual development

In the model Piaget developed in stage three, he argued that intelligence develops in a series of stages that are related to age and are progressive because one stage must be accomplished before the next can occur. For each stage of development the child forms a view of reality for that age period. At the next stage, the child must keep up with earlier level of mental abilities to reconstruct concepts. Piaget conceived intellectual development as an upward expanding spiral in which children must constantly reconstruct the ideas formed at earlier levels with new, higher order concepts acquired at the next level.

It is primarily the “Third Piaget” (the logical model of intellectual development) that was debated by American psychologists when Piaget’s ideas were “rediscovered” in the 1960s.[32]

Study of figurative thought

Piaget studied areas of intelligence like perception and memory that are not entirely logical. Logical concepts are described as being completely reversible because they can always get back to the starting point. The perceptual concepts Piaget studied could not be manipulated. To describe the figurative process, Piaget uses pictures as examples. Pictures can’t be separated because contours cannot be separated from the forms they outline. Memory is the same way. It is never completely reversible. During this last period of work, Piaget and his colleague Inhelder also published books on perception, memory, and other figurative processes such as learning.[33][34][35] Because Piaget’s theory is based upon biological maturation and stages, the notion of readiness is important. Readiness concerns when certain information or concepts should be taught. According to Piaget’s theory children should not be taught certain concepts until they reached the appropriate stage of cognitive development.

Theory

Piaget defined himself as a ‘genetic’ epistemologist, interested in the process of the qualitative development of knowledge. He considered cognitive structures development as a differentiation of biological regulations. When his entire theory first became known – the theory in itself being based on a structuralist and a cognitivitist approach – it was an outstanding and exciting development in regards to the psychological community at that time.[36]

There are a total of four phases in Piaget’s research program that included books on certain topics of developmental psychology. In particular, during one period of research, he described himself studying his own three children, and carefully observing and interpreting their cognitive development.[37] In one of his last books, Equilibration of Cognitive Structures: The Central Problem of Intellectual Development, he intends to explain knowledge development as a process of equilibration using two main concepts in his theory, assimilation and accommodation, as belonging not only to biological interactions but also to cognitive ones.

Piaget believed answers for the epistemological questions at his time could be answered, or better proposed, if one looked to the genetic aspect of it, hence his experimentations with children and adolescents. As he says in the introduction of his book Genetic Epistemology: “What the genetic epistemology proposes is discovering the roots of the different varieties of knowledge, since its elementary forms, following to the next levels, including also the scientific knowledge.”

Stages

The four development stages are described in Piaget’s theory as:

1. Sensorimotor stage: from birth to age two. The children experience the world through movement and their senses. During the sensorimotor stage children are extremely egocentric, meaning they cannot perceive the world from others’ viewpoints. The sensorimotor stage is divided into six substages:[38]

I. Simple reflexes;

From birth to one month old. At this time infants use reflexes such as rooting and sucking.
II. First habits and primary circular reactions;

From one month to four months old. During this time infants learn to coordinate sensation and two types of schema (habit and circular reactions). A primary circular reaction is when the infant tries to reproduce an event that happened by accident (ex.: sucking thumb).
III. Secondary circular reactions;

From four to eight months old. At this time they become aware of things beyond their own body; they are more object-oriented. At this time they might accidentally shake a rattle and continue to do it for sake of satisfaction.
IV. Coordination of secondary circular reactions;

From eight months to twelve months old. During this stage they can do things intentionally. They can now combine and recombine schemata and try to reach a goal (ex.: use a stick to reach something). They also understand object permanence during this stage. That is, they understand that objects continue to exist even when they can’t see them.
V. Tertiary circular reactions, novelty, and curiosity;

From twelve months old to eighteen months old. During this stage infants explore new possibilities of objects; they try different things to get different results.
VI. Internalization of schemata.

Some followers of Piaget’s studies of infancy, such as Kenneth Kaye[39] argue that his contribution was as an observer of countless phenomena not previously described, but that he didn’t offer explanation of the processes in real time that cause those developments, beyond analogizing them to broad concepts about biological adaptation generally. Kaye’s “apprenticeship theory” of cognitive and social development refuted Piaget’s assumption that mind developed endogenously in infants until the capacity for symbolic reasoning allowed them to learn language.

2. Preoperational stage: Piaget’s second stage, the pre-operational stage, starts when the child begins to learn to speak at age two and lasts up until the age of seven. During the Pre-operational Stage of cognitive development, Piaget noted that children do not yet understand concrete logic and cannot mentally manipulate information. Children’s increase in playing and pretending takes place in this stage. However, the child still has trouble seeing things from different points of view. The children’s play is mainly categorized by symbolic play and manipulating symbols. Such play is demonstrated by the idea of checkers being snacks, pieces of paper being plates, and a box being a table. Their observations of symbols exemplifies the idea of play with the absence of the actual objects involved. By observing sequences of play, Piaget was able to demonstrate that, towards the end of the second year, a qualitatively new kind of psychological functioning occurs, known as the Pre-operational Stage.[40]

The pre-operational stage is sparse and logically inadequate in regard to mental operations. The child is able to form stable concepts as well as magical beliefs. The child, however, is still not able to perform operations, which are tasks that the child can do mentally, rather than physically. Thinking in this stage is still egocentric, meaning the child has difficulty seeing the viewpoint of others. The Pre-operational Stage is split into two substages: the symbolic function substage, and the intuitive thought substage. The symbolic function substage is when children are able to understand, represent, remember, and picture objects in their mind without having the object in front of them. The intuitive thought substage is when children tend to propose the questions of “why?” and “how come?” This stage is when children want the knowledge of knowing everything.[40]

The Preoperational Stage is divided into two substages:

I. Symbolic Function Substage

From two to four years of age children find themselves using symbols to represent physical models of the world around them. This is demonstrated through a child’s drawing of their family in which people are not drawn to scale or accurate physical traits are given. The child knows they are not accurate but it does not seem to be an issue to them.
II. Intuitive Thought Substage

At between about the ages of four and seven, children tend to become very curious and ask many questions, beginning the use of primitive reasoning. There is an emergence in the interest of reasoning and wanting to know why things are the way they are. Piaget called it the “intuitive substage” because children realize they have a vast amount of knowledge, but they are unaware of how they acquired it. Centration, conservation, irreversibility, class inclusion, and transitive inference are all characteristics of preoperative thought.[40]

3. Concrete operational stage: from ages seven to eleven. Children can now conserve and think logically (they understand reversibility) but are limited to what they can physically manipulate. They are no longer egocentric. During this stage, children become more aware of logic and conservation, topics previously foreign to them. Children also improve drastically with their classification skills

4. Formal operational stage: from age eleven to sixteen and onwards (development of abstract reasoning). Children develop abstract thought and can easily conserve and think logically in their mind. Abstract thought is newly present during this stage of development. Children are now able to think abstractly and utilize metacognition. Along with this, the children in the formal operational stage display more skills oriented towards problem solving, often in multiple steps.

Developmental process

Piaget provided no concise description of the development process as a whole. Broadly speaking it consisted of a cycle:

  • The child performs an action which has an effect on or organizes objects, and the child is able to note the characteristics of the action and its effects.
  • Through repeated actions, perhaps with variations or in different contexts or on different kinds of objects, the child is able to differentiate and integrate its elements and effects. This is the process of “reflecting abstraction” (described in detail in Piaget 2001).
  • At the same time, the child is able to identify the properties of objects by the way different kinds of action affect them. This is the process of “empirical abstraction”.
  • By repeating this process across a wide range of objects and actions, the child establishes a new level of knowledge and insight. This is the process of forming a new “cognitive stage”. This dual process allows the child to construct new ways of dealing with objects and new knowledge about objects themselves.
  • However, once the child has constructed these new kinds of knowledge, he or she starts to use them to create still more complex objects and to carry out still more complex actions. As a result, the child starts to recognize still more complex patterns and to construct still more complex objects. Thus a new stage begins, which will only be completed when all the child’s activity and experience have been re-organized on this still higher level.

This process may not be wholly gradual, but new evidence shows that the passage into new stages is more gradual than once thought. Once a new level of organization, knowledge and insight proves to be effective, it will quickly be generalized to other areas if they exist. As a result, transitions between stages can seem to be rapid and radical, but oftentimes the child has grasped one aspect of the new stage of cognitive functioning but not addressed others. The bulk of the time spent in a new stage consists of refining this new cognitive level however it is not always happening quickly. For example, a child may learn that two different colors of Play-Doh have been fused together to make one ball, based on the color. However, if sugar is mixed into water or iced tea, then the sugar “disappeared” and therefore does not exist. These levels of one concept of cognitive development are not realized all at once, giving us a gradual realization of the world around us.[41]

It is because this process takes this dialectical form, in which each new stage is created through the further differentiation, integration, and synthesis of new structures out of the old, that the sequence of cognitive stages are logically necessary rather than simply empirically correct. Each new stage emerges only because the child can take for granted the achievements of its predecessors, and yet there are still more sophisticated forms of knowledge and action that are capable of being developed.

Because it covers both how we gain knowledge about objects and our reflections on our own actions, Piaget’s model of development explains a number of features of human knowledge that had never previously been accounted for. For example, by showing how children progressively enrich their understanding of things by acting on and reflecting on the effects of their own previous knowledge, they are able to organize their knowledge in increasingly complex structures. Thus, once a young child can consistently and accurately recognize different kinds of animals, he or she then acquires the ability to organize the different kinds into higher groupings such as “birds”, “fish”, and so on. This is significant because they are now able to know things about a new animal simply on the basis of the fact that it is a bird – for example, that it will lay eggs.

At the same time, by reflecting on their own actions, the child develops an increasingly sophisticated awareness of the “rules” that govern in various ways. For example, it is by this route that Piaget explains this child’s growing awareness of notions such as “right”, “valid”, “necessary”, “proper”, and so on. In other words, it is through the process of objectificationreflection and abstraction that the child constructs the principles on which action is not only effective or correct but also justified.

One of Piaget’s most famous studies focused purely on the discriminative abilities of children between the ages of two and a half years old, and four and a half years old. He began the study by taking children of different ages and placing two lines of sweets, one with the sweets in a line spread further apart, and one with the same number of sweets in a line placed more closely together. He found that, “Children between 2 years, 6 months old and 3 years, 2 months old correctly discriminate the relative number of objects in two rows; between 3 years, 2 months and 4 years, 6 months they indicate a longer row with fewer objects to have “more”; after 4 years, 6 months they again discriminate correctly” (Cognitive Capacity of Very Young Children, p. 141). Initially younger children were not studied, because if at four years old a child could not conserve quantity, then a younger child presumably could not either. The results show however that children that are younger than three years and two months have quantity conservation, but as they get older they lose this quality, and do not recover it until four and a half years old. This attribute may be lost due to a temporary inability to solve because of an overdependence on perceptual strategies, which correlates more candy with a longer line of candy, or due to the inability for a four-year-old to reverse situations.

By the end of this experiment several results were found. First, younger children have a discriminative ability that shows the logical capacity for cognitive operations exists earlier than acknowledged. This study also reveals that young children can be equipped with certain qualities for cognitive operations, depending on how logical the structure of the task is. Research also shows that children develop explicit understanding at age 5 and as a result, the child will count the sweets to decide which has more. Finally the study found that overall quantity conservation is not a basic characteristic of humans’ native inheritance.

Genetic epistemology

According to Jean Piaget, genetic epistemology “attempts to explain knowledge, and in particular scientific knowledge, on the basis of its history, its sociogenesis, and especially the psychological origins of the notions and operations upon which it is based”[5]. Piaget believed he could test epistemological questions by studying the development of thought and action in children. As a result, Piaget created a field known as genetic epistemology with its own methods and problems. He defined this field as the study of child development as a means of answering epistemological questions.

Schema

A Schema is a structured cluster of concepts, it can be used to represent objects, scenarios or sequences of events or relations. The original idea was proposed by philosopher Immanuel Kant as innate structures used to help us perceive the world.[42]

A schema (pl. schemata) is the mental framework that is created as children interact with their physical and social environments.[43] For example, many 3-year-olds insist that the sun is alive because it comes up in the morning and goes down at night. According to Piaget, these children are operating based on a simple cognitive schema that things that move are alive. At any age, children rely on their current cognitive structures to understand the world around them. Moreover, younger and older children may often interpret and respond to the same objects and events in very different ways because cognitive structures take different forms at different ages.[44]

Piaget (1953) described three kinds of intellectual structures: behavioural (or sensorimotor) schemata, symbolic schemata, and operational schemata.

  • Behavioural schemata: organized patterns of behaviour that are used to represent and respond to objects and experiences.
  • Symbolic schemata: internal mental symbols (such as images or verbal codes) that one uses to represent aspects of experience.
  • Operational schemata: internal mental activity that one performs on objects of thought.[45]

According to Piaget, children use the process of assimilation and accommodation to create a schema or mental framework for how they perceive and/or interpret what they are experiencing. As a result, the early concepts of young children tend to be more global or general in nature.[46]

Similarly, Gallagher and Reid (1981) maintained that adults view children’s concepts as highly generalized and even inaccurate. With added experience, interactions, and maturity, these concepts become refined and more detailed. Overall, making sense of the world from a child’s perspective is a very complex and time-consuming process.[47]

Schemata are:

  • Critically important building block of conceptual development
  • Constantly in the process of being modified or changed
  • Modified by on-going experiences
  • A generalized idea, usually based on experience or prior knowledge.[46]

These schemata are constantly being revised and elaborated upon each time the child encounters new experiences. In doing this children create their own unique understanding of the world, interpret their own experiences and knowledge, and subsequently use this knowledge to solve more complex problems. In a neurological sense, the brain/mind is constantly working to build and rebuild itself as it takes in, adapts/modifies new information, and enhances understanding.[46]

Physical microstructure of schemata

In his Biology and Knowledge (1967+ / French 1965), Piaget tentatively hinted at possible physical embodiments for his abstract schema entities. At the time, there was much talk and research about RNA as such an agent of learning, and Piaget considered some of the evidence. However, he did not offer any firm conclusions, and confessed that this was beyond his area of expertise.

Research methods

Piaget wanted to revolutionize the way research was conducted. Although he started researching with his colleagues using a traditional method of data collection, he was not fully satisfied with the results and wanted to keep trying to find new ways of researching using a combination of data, which included naturalistic observationpsychometrics, and the psychiatric clinical examination, in order to have a less guided form of research that would produce more empirically valid results. As Piaget developed new research methods, he wrote a book called The Language and Thought of the Child, which aimed to synthesize the methods he was using in order to study the conclusion children drew from situations and how they arrived to such conclusion. The main idea was to observe how children responded and articulated certain situations with their own reasoning, in order to examine their thought processes (Mayer, 2005).

Piaget administered a test in 15 boys with ages ranging from 10 to 14 years in which he asked participants to describe the relationship between a mixed bouquet of flowers and a bouquet with flowers of the same color. The purpose of this study was to analyze the thinking process the boys had and to draw conclusions about the logic processes they had used, which was a psychometric technique of research. Piaget also used the psychoanalytic method initially developed by Sigmund Freud. The purpose of using such method was to examine the unconscious mind, as well as to continue parallel studies using different research methods. Psychoanalysis was later rejected by Piaget, as he thought it was insufficiently empirical (Mayer, 2005).

Piaget argued that children and adults used speech for different purposes. In order to confirm his argument, he experimented analyzing a child’s interpretation of a story. In the experiment, the child listened to a story and then told a friend that same story in his/her/their own words. The purpose of this study was to examine how children verbalize and understand each other without adult intervention. Piaget wanted to examine the limits of naturalistic observation, in order to understand a child’s reasoning. He realized the difficulty of studying children’s thoughts, as it is hard to know if a child is pretending to believe their thoughts or not. Piaget was the pioneer researcher to examine children’s conversations in a social context – starting from examining their speech and actions – where children were comfortable and spontaneous (Kose, 1987).

Issues and possible solutions

After conducting many studies, Piaget was able to find significant differences in the way adults and children reason; however, he was still unable to find the path of logic reasoning and the unspoken thoughts children had, which could allow him to study a child’s intellectual development over time (Mayer, 2005). In his third book, The Child’s Conception of the World, Piaget recognized the difficulties of his prior techniques and the importance of psychiatric clinical examination. The researcher believed that the way clinical examinations were conducted influenced how a child’s inner realities surfaced. Children would likely respond according to the way the research is conducted, the questions asked, or the familiarity they have with the environment. The clinical examination conducted for his third book provides a thorough investigation into a child’s thinking process. An example of a question used to research such process was: “Can you see a thought?” (Mayer, 2005, p. 372).

Development of new methods

Piaget recognized that psychometric tests had its limitations, as children were not able to provide the researcher with their deepest thoughts and inner intellect. It was also difficult to know if the results of child examination reflected what children believed or if it is just a pretend situation. For example, it is very difficult to know with certainty if a child who has a conversation with a toy believes the toy is alive or if the child is just pretending. Soon after drawing conclusions about psychometric studies, Piaget started developing the clinical method of examination. The clinical method included questioning a child and carefully examining their responses -in order to observe how the child reasoned according to the questions asked – and then examine the child’s perception of the world through their responses. Piaget recognized the difficulties of interviewing a child and the importance of recognizing the difference between “liberated” versus “spontaneous” responses (Mayer, 2005, p. 372).

Criticism of Piaget’s research methods

“The developmental theory of Jean Piaget has been criticized on the grounds that it is conceptually limited, empirically false, or philosophically and epistemologically untenable.” (Lourenço & Machado, 1996, p. 143) Piaget responded to criticism by acknowledging that the vast majority of critics did not understand the outcomes he wished to obtain from his research (Lourenço & Machado, 1996).

As Piaget believed development was a universal process, his initial sample sizes were inadequate, particularly in the formulation of his theory of infant development.[48] Piaget’s theories of infant development were based on his observations of his own three children. While this clearly presents problems with the sample size, Piaget also probably introduced confounding variables and social desirability into his observations and his conclusions based on his observations. It is entirely possible Piaget conditioned his children to respond in a desirable manner, so, rather than having an understanding of object permanence, his children might have learned to behave in a manner that indicated they understood object permanence. The sample was also very homogenous, as all three children had a similar genetic heritage and environment. Piaget did, however, have larger sample sizes during his later years.

Development of research methods

Piaget wanted to research in environments that would allow children to connect with some existing aspects of the world. The idea was to change the approach described in his book The Child’s Conception of the World and move away from the vague questioning interviews. This new approach was described in his book The Child’s Conception of Physical Causality, where children were presented with dilemmas and had to think of possible solutions on their own. Later, after carefully analyzing previous methods, Piaget developed a combination of naturalistic observation with clinical interviewing in his book Judgment and Reasoning in the Child, where a child’s intellect was tested with questions and close monitoring. Piaget was convinced he had found a way to analyze and access a child’s thoughts about the world in a very effective way. (Mayer, 2005) Piaget’s research provided a combination of theoretical and practical research methods and it has offered a crucial contribution to the field of developmental psychology (Beilin, 1992). “Piaget is often criticized because his method of investigation, though somewhat modified in recent years, is still largely clinical”. He observes a child’s surroundings and behavior. He then comes up with a hypothesis testing it and focusing on both the surroundings and behavior after changing a little of the surrounding. (Phillips, 1969)

Influence

Photo of the Jean Piaget Foundation with Pierre Bovet (1878–1965) first row (with large beard) and Jean Piaget (1896–1980) first row (on the right, with glasses) in front of the Rousseau Institute (Geneva), 1925

Despite his ceasing to be a fashionable psychologist, the magnitude of Piaget’s continuing influence can be measured by the global scale and activity of the Jean Piaget Society, which holds annual conferences and attracts around 700 participants.[49] His theory of cognitive development has proved influential in many different areas:

Developmental psychology

Piaget is the most influential developmental psychologist to date (Lourenço, O. and Machado, A., 1996), influencing not only the work of Lev Vygotsky and of Lawrence Kohlberg but whole generations of eminent academics.[clarification needed] Although subjecting his ideas to massive scrutiny led to innumerable improvements and qualifications of his original model and the emergence of a plethora of neo-Piagetian and post-Piagetian variants, Piaget’s original model has proved to be remarkably robust (Lourenço and Machado 1996).

Piaget on education

By using Piaget’s theory, educators focus on their students as learners. As a result of this focus, education is learner-center and constructivist-based to an extent. Piaget’s theory allows teachers to view students as individual learners who add new concepts to prior knowledge to construct, or build, understanding for themselves.[50] Teachers who use a learner-centered approach as a basis for their professional practices incorporate the several dispositions.[50] They provide experience-based educational opportunities. These teachers also contemplate the learners’ individual qualities and attitudes during curriculum planning. Educators allow learners’ insights to alter the curriculum. They nourish and support learners’ curiosity. They also involve learners’ emotions and create a learning environment in which students feel safe.[50]

There are two differences between the preoperational and concrete operational stages that apply to education. These differences are reversibility and decentration. At times, reversibility and decentration occur at the same time.[51] When students think about the steps to complete a task without using a particular logical, sequential order, they are using reversibility.[51] Decentration allows him to concentrate on multiple components of a problematic task at a time.[51] Students use both reversibility and decentration to function throughout the school day, follow directions, and complete assignments.

An example of a student using reversibility is when learning new vocabulary. The student creates a list of unfamiliar words from a literary text. Then, he researches the definition of those words before asking classmate to test him. His teacher has given a set of particular instructions that he must follow in a particular order: he must write the word before defining it, and complete these two steps repeatedly.[51] A child in the preoperational stage gets confused during this process and needs assistance from the teacher to stay on task. The teacher refers him back to his text in order to notate the next word before he can define it.[51] A child in the preoperational stage does not understand the organization required to complete this assignment. However, a child in the concrete operational stage understands the organization, and he can recall the steps in any order while being able to follow the order given.[51] Using decentration, the child has the two activities on his mind: identify words and find them in the dictionary.[51]

A sample of decentration is a preschooler may use a toy banana as a pretend telephone. The child knows the difference between the fruit and a phone. However, in this form of play, he is operating on two levels at once.[51] In an older child at the concrete operational level, decentration allows him to complete subtraction of two-digit numbers and indicate which of the problems also involved borrowing from the other column. The student simultaneously does both.[51] Using reversibility, the student has to move mentally between two subtasks.

Regarding the giving of praise by teachers, praise is a reinforcer for students. Adolescents undergo social-emotional development such that they seek rapport with peers. Thus, teacher praise is not as powerful for students who see teachers as authority figures. They give no value to praise provided by adults, or they have no respect for the individual who is giving praise.[52]

Education

During the 1970s and 1980s, Piaget’s works also inspired the transformation of European and American education, including both theory and practice, leading to a more ‘child-centered’ approach. In Conversations with Jean Piaget, he says: “Education, for most people, means trying to lead the child to resemble the typical adult of his society … but for me and no one else, education means making creators… You have to make inventors, innovators—not conformists” (Bringuier, 1980, p. 132).

His theory of cognitive development can be used as a tool in the early childhood classroom. According to Piaget, children developed best in a classroom with interaction.

Piaget defined knowledge as the ability to modify, transform, and “operate on” an object or idea, such that it is understood by the operator through the process of transformation.[53] Learning, then, occurs as a result of experience, both physical and logical, with the objects themselves and how they are acted upon. Thus, knowledge must be assimilated in an active process by a learner with matured mental capacity, so that knowledge can build in complexity by scaffolded understanding. Understanding is scaffolded by the learner through the process of equilibration, whereby the learner balances new knowledge with previous understanding, thereby compensating for “transformation” of knowledge.[53]

Learning, then, can also be supported by instructors in an educational setting. Piaget specified that knowledge cannot truly be formed until the learner has matured the mental structures to which that learning is specific, and thereby development constrains learning. Nevertheless, knowledge can also be “built” by building on simpler operations and structures that have already been formed. Basing operations of an advanced structure on those of simpler structures thus scaffolds learning to build on operational abilities as they develop. Good teaching, then, is built around the operational abilities of the students such that they can excel in their operational stage and build on preexisting structures and abilities and thereby “build” learning.[53]

Evidence of the effectiveness of a contemporary curricular design building on Piaget’s theories of developmental progression and the support of maturing mental structures can be seen in Griffin and Case’s “Number Worlds” curriculum.[54] The curriculum works toward building a “central conceptual structure” of number sense in young children by building on five instructional processes, including aligning curriculum to the developmental sequencing of acquisition of specific skills. By outlining the developmental sequence of number sense, a conceptual structure is built and aligned to individual children as they develop.

Morality

Piaget believed in two basic principles relating to moral education: that children develop moral ideas in stages and that children create their conceptions of the world. According to Piaget, “the child is someone who constructs his own moral world view, who forms ideas about right and wrong, and fair and unfair, that are not the direct product of adult teaching and that are often maintained in the face of adult wishes to the contrary” (Gallagher, 1978, p. 26). Piaget believed that children made moral judgments based on their own observations of the world.

Piaget’s theory of morality was radical when his book The Moral Judgment of the Child was published in 1932 for two reasons: his use of philosophical criteria to define morality (as universalizable, generalizable, and obligatory) and his rejection of equating cultural norms with moral norms. Piaget, drawing on Kantian theory, proposed that morality developed out of peer interaction and that it was autonomous from authority mandates. Peers, not parents, were a key source of moral concepts such as equality, reciprocity, and justice.

Piaget attributed different types of psychosocial processes to different forms of social relationships, introducing a fundamental distinction between different types of said relationships. Where there is constraint because one participant holds more power than the other the relationship is asymmetrical, and, importantly, the knowledge that can be acquired by the dominated participant takes on a fixed and inflexible form. Piaget refers to this process as one of social transmission, illustrating it through reference to the way in which the elders of a tribe initiate younger members into the patterns of beliefs and practices of the group. Similarly, where adults exercise a dominating influence over the growing child, it is through social transmission that children can acquire knowledge. By contrast, in cooperative relations, power is more evenly distributed between participants so that a more symmetrical relationship emerges. Under these conditions, authentic forms of intellectual exchange become possible; each partner has the freedom to project his or her own thoughts, consider the positions of others, and defend his or her own point of view. In such circumstances, where children’s thinking is not limited by a dominant influence, Piaget believed “the reconstruction of knowledge”, or favorable conditions for the emergence of constructive solutions to problems, exists. Here the knowledge that emerges is open, flexible and regulated by the logic of argument rather than being determined by an external authority.

In short, cooperative relations provide the arena for the emergence of operations, which for Piaget requires the absence of any constraining influence, and is most often illustrated by the relations that form between peers (for more on the importance of this distinction see Duveen & Psaltis, 2008; Psaltis & Duveen, 2006, 2007). This is thus how, according to Piaget, children learn moral judgement as opposed to cultural norms (or maybe ideological norms).

Historical studies of thought and cognition

Historical changes of thought have been modeled in Piagetian terms. Broadly speaking these models have mapped changes in morality, intellectual life and cognitive levels against historical changes (typically in the complexity of social systems).

Notable examples include:

Non-human development

Neo-Piagetian stages have been applied to the maximum stage attained by various animals. For example, spiders attain the circular sensory motor stage, coordinating actions and perceptions. Pigeons attain the sensory motor stage, forming concepts.[citation needed]

Origins

The origins of human intelligence have also been studied in Piagetian terms. Wynn (1979, 1981) analysed Acheulian and Oldowan tools in terms of the insight into spatial relationships required to create each kind. On a more general level, Robinson’s Birth of Reason (2005) suggests a large-scale model for the emergence of a Piagetian intelligence.

Primatology

Piaget’s models of cognition have also been applied outside the human sphere, and some primatologists assess the development and abilities of primates in terms of Piaget’s model.[61]

Philosophy

Philosophers have used Piaget’s work. For example, the philosopher and social theorist Jürgen Habermas has incorporated Piaget into his work, most notably in The Theory of Communicative Action. The philosopher Thomas Kuhn credited Piaget’s work with helping him to understand the transition between modes of thought which characterized his theory of paradigm shifts.[62] Yet, that said, it is also noted that the implications of his later work do indeed remain largely unexamined.[63] Shortly before his death (September 1980), Piaget was involved in a debate about the relationships between innate and acquired features of language, at the Centre Royaumont pour une Science de l’Homme, where he discussed his point of view with the linguist Noam Chomsky as well as Hilary Putnam and Stephen Toulmin.

Artificial intelligence

Piaget also had a considerable effect in the field of computer science and artificial intelligenceSeymour Papert used Piaget’s work while developing the Logo programming languageAlan Kay used Piaget’s theories as the basis for the Dynabook programming system concept, which was first discussed within the confines of the Xerox Palo Alto Research Center (Xerox PARC). These discussions led to the development of the Alto prototype, which explored for the first time all the elements of the graphical user interface (GUI), and influenced the creation of user interfaces in the 1980s and beyond.[64]

Challenges

Piaget’s theory, however vital in understanding child psychology, did not go without scrutiny. A main figure whose ideas contradicted Piaget’s ideas was the Russian psychologist Lev Vygotsky. Vygotsky stressed the importance of a child’s cultural background as an effect to the stages of development. Because different cultures stress different social interactions, this challenged Piaget’s theory that the hierarchy of learning development had to develop in succession. Vygotsky introduced the term Zone of proximal development as an overall task a child would have to develop that would be too difficult to develop alone.

Also, the so-called neo-Piagetian theories of cognitive development maintained that Piaget’s theory does not do justice either to the underlying mechanisms of information processing that explain transition from stage to stage or individual differences in cognitive development. According to these theories, changes in information processing mechanisms, such as speed of processing and working memory, are responsible for ascension from stage to stage. Moreover, differences between individuals in these processes explain why some individuals develop faster than other individuals (Demetriou, 1998).

Over time, alternative theories of Child Development have been put forward, and empirical findings have done a lot to undermine Piaget’s theories. For example, Esther Thelen and colleagues[65] found that babies would not make the A-not-B error if they had small weights added to their arms during the first phase of the experiment that were then removed before the second phase of the experiment. This minor change should not impact babies’ understanding of object permanence, so the difference that this makes to babies’ performance on the A-not-B task cannot be explained by Piagetian theory. Thelen and colleagues also found that various other factors also influenced performance on the A-not-B task (including strength of memory trace, salience of targets, waiting time and stance), and proposed that this could be better explained using a dynamic systems theory approach than using Piagetian theory. Alison Gopnik and Betty Repacholi[66] found that babies as young as 18 months old can understand that other people have desires, and that these desires could be very different from their own desires. This strongly contradicts Piaget’s view that children are very egocentric at this age. In reaction to these challenges, it has been argued that their criticisms depend on a fundamental misreading of Piaget’s theory (Lourenço & Machado, 1996).

See also Brian Rotman‘s Jean Piaget: Psychologist of the Real, an exposition and critique of Piaget’s ideas, and Jonathan Tudge and Barbara Rogoff’s “Peer influences on cognitive development: Piagetian and Vygotskian perspectives”.[67]

Quotations

  • “Intelligence organizes the world by organizing itself.”[68]

List of major achievements

Appointments

Honorary doctorates

  • 1936 Harvard
  • 1946 Sorbonne
  • 1949 University of Brazil
  • 1949 Bruxelles
  • 1953 Chicago
  • 1954 McGill
  • 1958 Warsaw
  • 1959 Manchester
  • 1960 Oslo
  • 1960 Cambridge
  • 1962 Brandeis
  • 1964 Montreal
  • 1964 Aix-Marseille
  • 1966 Pennsylvania[69]
  • 1966? Barcelona[70]
  • 1970 Yale[71]

List of major works

The following groupings are based on the number of citations in Google Scholar.

Classics

  • The Language and Thought of the Child (London: Routledge & Kegan Paul, 1926) [Le Langage et la pensée chez l’enfant (1923)]
  • The Child’s Conception of the World (London: Routledge and Kegan Paul, 1928) [La Représentation du monde chez l’enfant (1926, orig. pub. as an article, 1925)]
  • The Moral Judgment of the Child (London: Kegan Paul, Trench, Trubner and Co., 1932) [Le jugement moral chez l’enfant (1932)]
  • The Origins of Intelligence in Children (New York: International University Press, 1952) [La naissance de l’intelligence chez l’enfant (1936), also translated as The Origin of Intelligence in the Child (London: Routledge and Kegan Paul, 1953)].
  • Play, Dreams and Imitation in Childhood (New York: Norton, 1962) [La formation du symbole chez l’enfant; imitation, jeu et reve, image et représentation (1945)].
  • The Psychology of Intelligence (London: Routledge and Kegan Paul, 1951) [La psychologie de l’intelligence (1947)].
  • The construction of reality in the child (New York: Basic Books, 1954) [La construction du réel chez l’enfant (1950), also translated as The Child’s Construction of Reality (London: Routledge and Kegan Paul, 1955)].
  • With Inhelder, B., The Growth of Logical Thinking from Childhood to Adolescence (New York: Basic Books, 1958) [De la logique de l’enfant à la logique de l’adolescent (1955)].
  • With Inhelder, B., The Psychology of the Child (New York: Basic Books, 1962) [La psychologie de l’enfant (1966, orig. pub. as an article, 1950)].

Major works

  • The early growth of logic in the child (London: Routledge and Kegan Paul, 1964) [La genèse des structures logiques elementaires (1959)].
  • With Inhelder, B., The Child’s Conception of Space (New York: W.W. Norton, 1967).
  • “Piaget’s theory” in P. Mussen (ed.), Handbook of Child Psychology, Vol. 1. (4th ed., New York: Wiley, 1983).
  • The Child’s Conception of Number (London: Routledge and Kegan Paul, 1952) [La genèse du nombre chez l’enfant (1941)].
  • Structuralism (New York: Harper & Row, 1970) [Le Structuralisme (1968)].
  • Genetic epistemology (New York: W.W. Norton, 1971, ISBN 978-0-393-00596-7).

Significant works

  • The child’s conception of physical causality (London: Kegan Paul, 1930) [La causalite physique chez l’enfant (1927)]
  • Child’s Conception of Geometry (New York, Basic Books, 1960) [La Géométrie spontanée de l’enfant (1948)].
  • The Principles of Genetic Epistemology (New York: Basic Books, 1972, ISBN 978-0-393-00596-7) [L’épistémologie génétique (1950)].
  • To understand is to invent: The future of education (New York: Grossman Publishers, 1973) [tr. of Ou va l’education (1971) and Le droit a l’education dans le monde actuel (1948)].
  • Six psychological studies (New York: Random House, 1967) [Six études de psychologie (1964)].
  • Biology and Knowledge (Chicago: University of Chicago Press, 1971) [Biologie et connaissance; essai sur les relations entre les régulations organiques et les processus cognitifs (1967)]
  • Science of education and the psychology of the child (New York: Orion Press, 1970) [Psychologie et pédagogie (1969)].
  • Intellectual evolution from adolescence to adulthood (Cambridge: Cambridge Univ. Press, 1977) [L’evolution intellectuelle entre l’adolescence et l’age adulte (1970)].
  • The Equilibration of Cognitive Structures: The Central Problem of Intellectual Development (Chicago: University of Chicago Press, 1985) [L’equilibration des structures cognitives (1975), previously translated as The development of thought: Equilibration of cognitive structures (1977)].
  • Massimo Piattelli-Palmarini (ed.), Language and learning: the debate between Jean Piaget and Noam Chomsky (Cambridge, Mass.: Harvard University Press, 1980) [Theories du language, theories de l’apprentissage (1979)].
  • Development and learning.

Notable works

  • The Grasp of Consciousness: Action and concept in the young child (London: Routledge and Kegan Paul, 1977) [La prise de conscience (1974)].
  • The Mechanisms of Perception (New York: Basic Books, 1969) [Les mécanismes perceptifs: modèles probabilistes, analyse génétique, relations avec l’intelligence (1961)].
  • Psychology and Epistemology: Towards a Theory of Knowledge (Harmondsworth: Penguin, 1972) [Psychologie et epistémologie (1970).
  • The Child’s Conception of Time (London: Routledge and Kegan Paul, 1969) [Le développement de la notion de temps chez l’enfant (1946)]
  • Logic and Psychology (Manchester: Manchester University Press, 1953).
  • Memory and intelligence (New York: Basic Books, 1973) [Memoire et intelligence (1968)]
  • The Origin of the Idea of Chance in Children (London: Routledge and Kegan Paul, 1975) [La genèse de l’idée de hasard chez l’enfant (1951)].
  • Mental imagery in the child: a study of the development of imaginal representation (London: Routledge and Kegan Paul, 1971) [L’image mentale chez l’enfant : études sur le développement des représentations imaginées (1966)].
  • Intelligence and Affectivity. Their Relationship during Child Development (Palo Alto: Annual Reviews, 1981) [Les relations entre l’intelligence et l’affectivité dans le développement de l’enfant (1954)].
  • With Garcia, R. Psychogenesis and the History of Science (New York: Columbia University Press, 1989) [Psychogenèse et histoire des sciences (1983).
  • With Beth, E. W.,Mathematical Epistemology and Psychology (Dordrecht: D. Reidel, 1966) [Épistémologie mathématique et psychologie: Essai sur les relations entre la logique formelle et la pensée réelle] (1961).

New translations

  • Piaget, J. (1995). Sociological Studies. London: Routledge.
  • Piaget, J. (2000). “Commentary on Vygotsky”. New Ideas in Psychology18: 241–59.
  • Piaget, J. (2001). Studies in Reflecting Abstraction. Hove, UK: Psychology Press.

Translators

Notes

  1. Jump up^ Susan Pass, Parallel Paths to Constructivism: Jean Piaget and Lev Vygotsky, Information Age Publishing, 2004, p. 74.
  2. Jump up^ Piaget, J. (1982). Reflections on Baldwin [interview with J. J. Vonèche]. In J. M. Broughton & D. J. Freeman-Moir (Eds.), The cognitive developmental psychology of James Mark Baldwin(pp. 80–86). Norwood, NJ: Ablex.
  3. Jump up^ Inhelder, B. (1989). Bärbel Inhelder [Autobiography] (H. Sinclair & M. Sinclair, Trans.). In G. Lindzey (Ed.), A History of Psychology in Autobiography (Vol. VIII, pp. 208–243). Stanford, CA: Stanford University Press. Tryphon, A., & Vonèche, J. J. (Eds.). (2001). Working with Piaget: Essays in honour of Bärbel Inhelder. Hove, East Sussex, UK: Psychology Press.
  4. Jump up^ Bruner, J. S. (1983). In search of mind: Essays in autobiography. New York: Harper & Row.
  5. Jump up^ Kohlberg, L. (1982). Moral development. In J. M. Broughton & D. J. Freeman-Moir (Eds.), The cognitive developmental psychology of James Mark Baldwin: Current theory and research in genetic epistemology (pp. 277–325). Norwood, NJ: Ablex.
  6. Jump up^ Kegan, Robert (1994). In Over Our Heads (p. 29). Cambridge, MA: Harvasrd University Press.
  7. Jump up^ Gardner, H. (2008). “Wrestling with Jean Piaget, my paragon. What have you changed your mind about?”Edge.org. Retrieved 2016-10-17.
  8. Jump up^ Burman, J. T. (2007). “Piaget no “remedy” for Kuhn, but the two should be read together: Comment on Tsou’s “Piaget vs. Kuhn on scientific progress””. Theory & Psychology17 (5): 721–732. doi:10.1177/0959354307079306.
  9. Jump up^ Papert, S (March 29, 1999). “Child Psychologist: Jean Piaget”. Time153: 104–107.
  10. Jump up^ Piaget, J (1979). “Comments on Vygotsky’s critical remarks”. Archives de Psychologie47 (183): 237–249.
  11. Jump up^ Piaget, J (2000). “Commentary on Vygotsky’s criticisms of Language and Thought of the Child and Judgement and Reasoning in the Child (L. Smith, Trans.)”. New Ideas in Psychology18 (2–3): 241–259. doi:10.1016/s0732-118x(00)00012-x. (Original work published 1962.)
  12. Jump up^ “International Bureau of Education – Directors” search.eb.com Munari, Alberto (1994). “JEAN PIAGET (1896–1980)” (PDF). Prospects: the quarterly review of comparative educationXXIV (1/2): 311–327. doi:10.1007/bf02199023.
  13. Jump up^ “Jean Piaget Society – About Piaget”. Retrieved 17 October 2016.
  14. Jump up^ Burman, J. T. (2012). “Jean Piaget: Images of a life and his factory”. History of Psychology15 (3): 283–288. ISSN 1093-4510doi:10.1037/a0025930.
  15. Jump up^ von Glasersfeld, E. (1990). “An exposition of constructivism: Why some like it radical”. Journal for Research In Mathematics Education – Monograph4: 19–29 & 195–210 [22]. ISSN 0883-9530JSTOR 749910doi:10.2307/749910. (p. 22).
  16. Jump up^ Hsueh, Y (2009). “Piaget in the United States, 1925–1971. In U. Müller, J. I. M. Carpendale & L. Smith (Eds.), The Cambridge Companion to Piaget (pp. 344–370). Cambridge, UK: Cambridge University Press. Müller, U., Burman, J. T., & Hutchinson, S. (2013). The developmental psychology of Jean Piaget: A quinquagenary retrospective”. Journal of Applied Developmental Psychology34 (1): 52–55. doi:10.1016/j.appdev.2012.10.001.
  17. Jump up^ Pickren, W. E. (2012). Joseph McVicker Hunt: Golden age psychologist. In W. E. Pickren, D. A. Dewsbury, & M. Wertheimer (Eds.), Portraits of pioneers in developmental psychology (pp. 185–203). New York: Psychology Press/Taylor & Francis.
  18. Jump up^ Haggbloom, Steven J.; Warnick, Jason E.; Jones, Vinessa K.; Yarbrough, Gary L.; Russell, Tenea M.; Borecky, Chris M.; McGahhey, Reagan; et al. (2002). “The 100 most eminent psychologists of the 20th century”Review of General Psychology6 (2): 139–152. doi:10.1037/1089-2680.6.2.139.
  19. Jump up^ “Jean Piaget”, Biography. Accessed 28 February 2012
  20. Jump up^ A Brief Biography of Jean Piaget, Jean Piaget Society (Society for the study of knowledge and development)
  21. Jump up^ Harvard Graduate School of Education, Susan Mayer (21 October 2005). “A Brief Biography of Jean Piaget” (PDF). gseacademic.harvard.edu.
  22. Jump up^ Voyat, G. (1981). “Jean Piaget: 1896-1980”.The American Journal of Psychology, 94(4), pp. 645–648.
  23. Jump up^ American Psychologist volume 25. (Jan 1970) pg.66
  24. Jump up^ Verne N. Rockcastle (1964, p. xi), the conference director, wrote in the conference report of the Jean Piaget conferences about Piaget: “Although few of us had any personal contact with Piaget prior to the conference, those who attended came to have the deepest and warmest regard for him both as a scientist and as a person. His sense of humor throughout the conference was a sort of international glue that flavored his lectures and punctuated his informal conversation. To sit at the table with him during a meal was not only an intellectual pleasure but a pure social delight. Piaget was completely unsophisticated in spite of his international stature. We could hardly believe it when he came prepared for two weeks’ stay with only his ‘serviette’ and a small Swissair bag. An American would have hat at least two large suitcases. When Piaget left Berkeley, he had his serviette, the small Swissair bag, and a third, larger bag crammed with botanical specimens. ‘Where did you get that bag?’ we asked. ‘I had it in one of the others,’ he replied.”
  25. Jump up^ Burman, J. T. (2013). Profiles of international archives: Les Archives Jean Piaget, University of Geneva, Switzerland. History of Psychology, 16(2), 158–161. doi: 10.1037/a0031405. A full-color photo of his grave is available online, open access, courtesy of the American Psychological Association.[1]
  26. Jump up^ Beilin, H. (1992). “Piaget’s enduring contribution to developmental psychology”. Developmental Psychology28 (2): 191–204. doi:10.1037/0012-1649.28.2.191.
  27. Jump up^ Burman, J. T. (2011). “The zeroeth Piaget”. Theory & Psychology21 (1): 130–135. doi:10.1177/0959354310361407.
  28. Jump up^ Mayer, Susan (2005). “The Early Evolution of Jean Piaget’s Clinical Method”. History of Psychology.
  29. Jump up^ Hsueh, Y. (2001). Basing much of the reasoning upon the work of Jean Piaget, 1927–1936. Archives de Psychologie, 69(268–269), 39–62; Hsueh, Y. (2002). The Hawthorne Experiments and the introduction of Jean Piaget in American Industrial Psychology, 1929–1932. History of Psychology, 5(2), 163–189. doi:10.1037/1093-4510.5.2.163
  30. Jump up^ Hsueh, Y (2004). “He sees the development of children’s concepts upon a background of sociology”: Jean Piaget’s honorary degree at Harvard University in 1936″. History of Psychology7 (1): 20–44. doi:10.1037/1093-4510.7.1.20.
  31. Jump up to:a b Ormrod, J.E. (2012). Essentials of Educational Psychology: Big Ideas to Guide Effective Teaching. Boston, MA: Pearson Education Inc.
  32. Jump up^ Hsueh, Y. (2005). The lost and found experience: Piaget rediscovered. The Constructivist, 16(1). [2]
  33. Jump up^ Guthrie, James W. “Piaget, Jean (1896–1980).” Encyclopedia of Education. 2nd ed. Vol. 5. New York, NY: Macmillan Reference USA, 2003. 1894-898.
  34. Jump up^ “Piaget, Jean.” Encyclopædia Britannica. 2008. Encyclopædia Britannica Online. 3 November 2008 search.eb.com
  35. Jump up^ Valsiner, J. (2005). “Participating in Piaget”. Society42 (2): 57–61. doi:10.1007/BF02687400.
  36. Jump up^ Howard Gardner, The Quest for Mind: Piaget, Levi-Strauss and the Structuralist Movement, University of Chicago Press, 1981.
  37. Jump up^ Beilin Harry (1992). “Piaget’s Enduring Contribution to Developmental Psychology”American Psychological Association28 (2): 191–204. doi:10.1037/0012-1649.28.2.191.
  38. Jump up^ Santrock, John W. Children. 9. New York, NY: McGraw-Hill, 1998.
  39. Jump up^ K. Kaye, The Mental and Social Life of Babies. U. Chicago Press, 1982.
  40. Jump up to:a b c Santrock, John W. (2004). Life-Span Development (9th Ed.). Boston, MA: McGraw-Hill College – Chapter 8
  41. Jump up^ Patrica H. Miller Theories of Developmental Psychology 5th Edition, Worth Publishers 2009
  42. Jump up^ Michael W. Eysenck, & Mark. T Keane. (2010). Cognitive Psychology: A Student’s Handbook, (6th.). East Sussex: Psychology Press. Retrieved from psypress.com.
  43. Jump up^ Naested, I., Potvin, B., & Waldron, P. (2004). Understanding the landscape of teaching. Toronto, Ontario: Pearson Education Canada.
  44. Jump up^ Shaffer, D. R., Wood, E., & Willoughby, T. (2005). Developmental psychology: Childhood and adolescence. Toronto, Ontario: Nelson Education Canada.
  45. Jump up^ Piaget, J. (1953). The origin of intelligence in the child. New Fetter Lane, New York: Routledge & Kegan Paul.
  46. Jump up to:a b c Auger, W. F., & Rich, S. J. (2007). Curriculum theory and methods: Perspectives on learning and teaching. Mississauga, Ontario: John Wiley & Sons Canada.
  47. Jump up^ Gallagher, J. M., & Reid, D. K. (1981). The learning theory of Piaget and Inhelder. Austin, Texas: Pro-Ed.
  48. Jump up^ Siegel, L. S. (1993). Amazing new discovery: Piaget was wrong! Canadian Psychology, 34(3): 234–249.
  49. Jump up^ “41st Annual Meeting of The Jean Piaget Society” (PDF). Piaget.prg. 2011-06-02. Retrieved 2016-10-17.
  50. Jump up to:a b c Henson, Kenneth (2003). “Foundations for Learner-Centered Education: A Knowledge Base”. Education1124 (1): 5–16.
  51. Jump up to:a b c d e f g h i Seifert, Kelvin; Sutton, Rosemary (2009). Educational Psychology (PDF) (2nd ed.). Florida: Orange Grove. ISBN 978-1616101541. Retrieved June 22, 2015.
  52. Jump up^ Hawkins, Shannon M.; Heflin, L. Juane (2001). “Increasing Secondary Teachers’ Behavior-Specific Praise Using a Video Self-Modeling and Visual Performance Feedback Intervention”. Journal of Positive Behavior Interventions12 (2): 97–108. doi:10.1177/1098300709358110.
  53. Jump up to:a b c Piaget, J. (1964). Development and learning. In R.E. Ripple a& V.N. Rockcastle (Eds.), Piaget Rediscovered: A Report on the Conference of Cognitive Studies and Curriculum Development (pp. 7–20). Ithaca, NY: Cornell University.
  54. Jump up^ Griffin, S.A. (2004). “Building number sense with Number Worlds: a mathematics program for young children”. Early Childhood Research Quarterly19: 173–180. doi:10.1016/j.ecresq.2004.01.012.
  55. Jump up^ Barnes, Michael Horace (2000). Stages of thought: the co-evolution of religious thought and science. Oxford [Oxfordshire]: Oxford University Press. ISBN 0-19-513389-7.
  56. Jump up^ Damerow, P. (1998). “Prehistory And Cognitive Development”Piaget, Evolution, and Development. Routledge. ISBN 978-0-8058-2210-6. Retrieved 24 March 2008.
  57. Jump up^ Kieran Egan (1997). The educated mind: How Cognitive Tools Shape Our Understanding. Chicago: University of Chicago PressISBN 0-226-19036-6.
  58. Jump up^ Gablik, Suzi (1977). Progress in art. New York: Rizzoli. ISBN 0-8478-0082-2.
  59. Jump up^ LePan, Don (1989). The cognitive revolution in Western culture. New York: Macmillan. ISBN 0-333-45796-X.
  60. Jump up^ Radding, Charles (1985). A world made by men: cognition and society, 400–1200. Chapel Hill: University of North Carolina Press. ISBN 0-8078-1664-7.
  61. Jump up^ McKinney, Michael L.; Parker, Sue Taylor (1999). Origins of intelligence: the evolution of cognitive development in monkeys, apes, and humans. Baltimore: Johns Hopkins University Press. ISBN 0-8018-6012-1.
  62. Jump up^ Burman, J. T. (2007). “Piaget No ‘Remedy’ for Kuhn, But the Two Should be Read Together: Comment on Tsou’s ‘Piaget vs. Kuhn on Scientific Progress'”. Theory & Psychology17 (5): 721–732. doi:10.1177/0959354307079306.
  63. Jump up^ Burman, J. T. (2008). “Experimenting in relation to Piaget: Education is a chaperoned process of adaptation”. Perspectives on Science16 (2): 160–195. doi:10.1162/posc.2008.16.2.160.
  64. Jump up^ Drescher, Gary (1991). Made-Up Minds: A Constructivist Approach to Artificial Intelligence. Boston: MIT Press. p. 236. ISBN 978-0-262-04120-1.
  65. Jump up^ Spencer, J. P.; Clearfield, M.; Corbetta, D.; Ulrich, B.; Buchanan, P.; Schöner, G. (2006). “Moving Toward a Grand Theory of Development: In Memory of Esther Thelen”. Child Development77 (6): 1521–1538. PMID 17107442doi:10.1111/j.1467-8624.2006.00955.x.
  66. Jump up^ Repacholi, Betty; Alison Gopnik (1997). “Early reasoning about desires: Evidence from 14- and 18-month-olds”Developmental Psychology3: 12–21. doi:10.1037/0012-1649.33.1.12. Retrieved 29 October 2011.
  67. Jump up^ Tudge, Jonathan; Barbara Rogoff (1998). “Peer influences on cognitive development: Piagetian and Vygotskian perspectives”. In Peter Lloyd; Charles Fernyhough. Lev Vygotsky: Critical Assessments, Volume 3. Routledge. ISBN 978-0-415-11154-6.
  68. Jump up^ Jean Piaget, The Construction of Reality in the Child (1954 [1937]), pp. 354–5.
  69. Jump up^ The list is certain only to 1966. The source is p. xviii of F. Bresson & M. de Montmollin, 1966, Psychologie et épistémologie génétique: thèmes Piagétiens (Hommage à Jean Piaget avec une bibliographie complète de ses oeuvres). Paris: Dunod. (Note: This list provides “Varsovie” instead of Warsaw, as this is the French name for the capital of Poland.)
  70. Jump up^ Reported in 1971, in Anuario de psicología, as part of the proceedings of a celebration of Piaget’s 70th birthday, raco.cat
  71. Jump up^ Kessen, W (1996). “American Psychology just before Piaget”. Psychological Science7 (4): 196–199. JSTOR 40062944doi:10.1111/j.1467-9280.1996.tb00358.x.

References

  • Aqueci, F. (2003). Ordine e trasformazione: morale, mente, discorso in Piaget. Acireale-Roma: Bonanno. ISBN 88-7796-148-1.
  • Amann-Gainotti, M.; Ducret, J.-J. (1992). “Jean Piaget, disciple of Pierre Janet: Influence of behavior psychology and relations with psychoanalysis”. Information Psychiatrique68: 598–606.
  • Beilin, H. (1992). “Piaget’s enduring contribution to developmental psychology”. Developmental Psychology28 (2): 191–204. doi:10.1037/0012-1649.28.2.191.
  • Beilin, H. (1994). Jean Piaget’s enduring contribution to developmental psychology. A century of developmental psychology (pp. 257–290). Washington, DC US: American Psychological Association.
  • Bringuier, J.-C. (1980). Conversations with Jean Piaget (B.M. Gulati, Trans.). Chicago: University of Chicago Press. (Original work published 1977) ISBN 0-226-07503-6.
  • Chapman, M. (1988). Constructive evolution: Origins and development of Piaget’s thought. Cambridge: Cambridge University Press. ISBN 0-521-36712-3.
  • Commons, M. L.; Goodheart, E. A.; Pekker, A.; Dawson, T.L.; Draney, K.; Adams, K. M. (2008). “Using Rasch Scaled Stage Scores To Validate Orders of Hierarchical Complexity of Balance Beam Task Sequences”. Journal of Applied Measurement9 (2): 182–99. PMID 18480514.
  • Demetriou, A. (1998). Cognitive development. In A. Demetriou, W. Doise, K. F. M. van Lieshout (Eds.), Life-span developmental psychology(pp. 179–269). London: Wiley.
  • Demetriou, A., Mouyi, A., & Spanoudis, G. (2010). The development of mental processing. Nesselroade, J. R. (2010). Methods in the study of life-span human development: Issues and answers. In W. F. Overton (Ed.), Biology, cognition and methods across the life-span. Volume 1 of the Handbook of life-span development (pp. 36–55), Editor-in-chief: R. M. Lerner. Hoboken, NJ: Wiley.
  • Duveen, G. & Psaltis, C. (2008). The constructive role of asymmetries in social interaction. In U. Mueller, J. I. M. Carpendale, N. Budwig & B. Sokol (Eds.), Social life and social knowledge: Toward a process account of development. Mahwah, NJ: Lawrence Erlbaum.
  • Flavell, J. (1967). The developmental psychology of Jean Piaget. New York: D. Van Nostrand Company. ISBN 0-442-02413-4.
  • Fowler, J. W. (1981). Stages of faith: The psychology of human development and the quest for meaning. San Francisco: Harper & Row. ISBN 0-06-062866-9.
  • Gattico, E. (2001). Jean Piaget. Milano: Bruno Mondadori. ISBN 88-424-9741-X.
  • Hallpike, C.R. (1979). The foundations of primitive thought. Oxford: Oxford University Press. ISBN 0-19-823196-2.
  • Ivey, A. (1986). Developmental therapy. San Francisco: Jossey-Bass. ISBN 1-55542-022-2.
  • Kamii, C. (1985). Young children reinvent arithmetic: Implications of Piaget’s theory. New York: Teachers College Press.
  • Kesselring, T. (1999). Jean Piaget. München: Beck. ISBN 3-406-44512-8.
  • Kassotakis, M. & Flouris, G. (2006) Μάθηση & Διδασκαλία, Αthens.
  • Kitchener, R. (1986). Piaget’s theory of knowledge: Genetic epistemology & scientific reason. New Haven: Yale University Press. ISBN 0-300-03579-9.
  • Kose, G. (1987). “A philosopher’s conception of Piaget: Piagetian theory reconsidered”. Theoretical & Philosophical Psychology7 (1): 52–57. doi:10.1037/h0091442.
  • Lourenço, O.; Machado, A. (1996). “In defense of Piaget’s theory: A reply to ten common criticisms”. Psychological Review103 (1): 143–164. doi:10.1037/0033-295X.103.1.143. CUNY pdf
  • Mayer, S. (2005). “The early evolution of Jean Piaget’s clinical method”. History of Psychology8 (4): 362–382. PMID 17152748doi:10.1037/1093-4510.8.4.362.
  • Messerly, J.G. (1992). Piaget’s conception of evolution: Beyond Darwin and Lamarck. Lanham, MD: Rowman & Littlefield. ISBN 0-8476-8243-9.
  • Phillips, John L. (1969). The Origin of Intellect: Piaget’s Theory. San Francisco: W. H. Freeman. ISBN 0-7167-0579-6.
  • Psaltis, C.; Duveen, G. (2006). “Social relations and cognitive development: The influence of conversation type and representations of gender”. European Journal of Social Psychology36 (3): 407–430. doi:10.1002/ejsp.308.
  • Psaltis, C.; Duveen, G. (2007). “Conversation types and conservation: Forms of recognition and cognitive development”. British Journal of Developmental Psychology25 (1): 79–102. doi:10.1348/026151005X91415.
  • Ripple, R.E., & Rockcastle, V.N. (Eds.) (1964). Piaget rediscovered. A report of the conference on cognitive studies and curriculum development. Cornell University: School of Education.
  • Robinson, R.J. (2005). The birth of reason. Prometheus Research Group. (Available online at prometheus.org.uk)
  • Smith, L. (Ed.) (1992). Jean Piaget: Critical assessments (4 Vols.). London: Routledge. ISBN 0-415-04408-1.
  • Smith, L. (1993). Necessary knowledge: Piagetian perspectives on constructivism. Hove, UK: Lawrence Erlbaum. ISBN 0-86377-270-6.
  • Smith, L. (Ed.) (1996). Critical readings on Piaget. London: Routledge. ISBN 0-415-13317-3.
  • Smith, L. (2001). Jean Piaget. In J. A. Palmer (Ed.), 50 modern thinkers on education: From Piaget to the present. London: Routledge.
  • Traill, R.R. (2000) Physics and Philosophy of the Mind. Melbourne: Ondwelle. ISBN 0-9577737-1-4
  • Traill, R.R. (2005a) …….. . Melbourne: Ondwelle. ondwelle.com
  • Traill, R.R. (2005b / 2008) Thinking by Molecule, Synapse, or both? — From Piaget’s Schema, to the Selecting/Editing of ncRNA. Melbourne: Ondwelle. ondwelle.com [Also in French: ondwelle.com
  • Vidal, F. (1994). Piaget before Piaget. Cambridge, MA: Harvard University Press. ISBN 0-674-66716-6.
  • Vonèche, J.J. (1985). Genetic epistemology: Piaget’s theory. In T. Husén & T.N. Postlethwaite (Eds.-in-chief), International encyclopedia of education (Vol. 4). Oxford: Pergamon.
  • Wynn, T. (1979). “The intelligence of later Acheulean hominids”. Man (ns)14: 371–391. doi:10.2307/2801865.
  • Wynn, T. (1981). “The intelligence of Oldowan hominids”. Journal of Human Evolution10 (7): 529–541. doi:10.1016/S0047-2484(81)80046-2.

Further reading

Piaget inspired innumerable studies and even new areas of inquiry. The following is a list of critiques and commentaries, organized using the same citation-based method as the list of his own major works (above). These represent the significant and influential post-Piagetian writings in their respective sub-disciplines.

Exemplars

  • Vygotsky, L. (1963). Thought and language. [12630 citations]

Classics

Major works

  • Bates, E. (1976). Language and context: The acquisition of pragmatics. [959]
  • Ginsburg, H. P. & Opper, S. (1969). Piaget’s theory of intellectual development. [931]
  • Singley, M. K. & Anderson, J. R. (1989). The transfer of cognitive skill. [836]
  • Duckworth, E. (1973). The having of wonderful ideas. [775]
  • Youniss, J. (1982). Parents and peers in social development: A Sullivan-Piaget perspective. [763]
  • Pascual-Leone, J. (1970). A mathematical model for the transition rule in Piaget’s developmental stages. [563]
  • Schaffer, H. R. & Emerson, P. E. (1964). The development of social attachments in infancy. [535]

Works of significance

  • Shatz, M.; Gelman, R. (1973). “The Development of Communication Skills: Modifications in the Speech of Young Children as a Function of Listener”. Monographs of the Society for Research in Child Development38 (5): 1–37. doi:10.2307/1165783. [470]
  • Broke, H (1971). “Interpersonal perception of young children: Egocentrism or Empathy?”. Developmental Psychology5 (2): 263–269. doi:10.1037/h0031267. [469]
  • Wadsworth, B. J. (1989). Piaget’s theory of cognitive and affective development [421]
  • Karmiloff-Smith, A. (1992). Beyond Modularity. [419]
  • Bodner, G. M. (1986). Constructivism: A theory of knowledge. [403]
  • Shantz, C. U. (1975). The Development of Social Cognition. [387]
  • Diamond, A.Goldman-Rakic, P. S. (1989). “Comparison of human infants and rhesus monkeys on Piaget’s AB task: evidence for dependence on dorsolateral prefrontal cortex”. Experimental Brain Research74 (1): 24–40. doi:10.1007/bf00248277. [370]
  • Gruber, H. & Voneche, H. (1982). The Essential Piaget. [348]
  • Walkerdine, V. (1984). Developmental psychology and the child-centred pedagogy: The insertion of Piaget into early education. [338]
  • Kamii, C. & DeClark, G. (1985). Young children reinvent arithmetic: Implications of Piaget’s theory [335]
  • Riegel, K. F. (1973). Dialectic operations: The final period of cognitive development [316]
  • Bandura, A.; McDonald, F. J. (1963). “Influence of social reinforcement and the behavior of models in shaping children’s moral judgment”. Journal of Abnormal and Social Psychology67 (3): 274–281. doi:10.1037/h0044714. [314]
  • Karplus, R. (1980). Teaching for the development of reasoning. [312]
  • Brainerd, C. (1978). The stage question in cognitive-developmental theory. [311]
  • Brainerd, C. (1978). Piaget’s theory of intelligence. [292]
  • Gilligan, C. (1997). Moral orientation and moral development [285]
  • Diamond, A. (1991). Neuropsychological insights into the meaning of object concept development [284]
  • Braine, M. D. S., & Rumain, B. (1983). Logical reasoning. [276]
  • John-Steiner, V. (2000). Creative collaboration. [266]
  • Pascual-Leone, J. (1987). Organismic processes for neo-Piagetian theories: A dialectical causal account of cognitive development. [261]
  • Hallpike, C. R. (1979). The foundations of primitive thought [261]
  • Furth, H. (1969). Piaget and Knowledge [261]
  • Gelman, R. & Baillargeon, R. (1983). A review of some Piagetian concepts. [260]
  • O’Loughlin, M. (1992). Rethinking science education: Beyond piagetian constructivism. Toward a sociocultural model of teaching and learning. [252]
  • Messerly, John G. (1996). “Psychogenesis and the History of Science: Piaget and the Problem of Scientific Change”, The Modern Schoolman LXXIII, 295-307.

External links

https://en.wikipedia.org/wiki/Jean_Piaget

 

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The Pronk Pops Show — Week in Review — August 26-31, 2017 — Videos

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Pronk Pops Show 917, June 22, 2017

Pronk Pops Show 916, June 21, 2017

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Pronk Pops Show 914, June 19, 2017

Pronk Pops Show 913, June 16, 2017

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Pronk Pops Show 911, June 14, 2017

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Pronk Pops Show 908, June 9, 2017

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Pronk Pops Show 900, May 25, 2017

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Pronk Pops Show 888, May 8, 2017

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Pronk Pops Show 884, May 1, 2017

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The Pronk Pop Show 956

August 31, 2017

Part 2 of 2, Story 1: President Trump’s Tax Speech — Very Light On Specifics — Let Congress Fill in The Details — Formula For Failure — Tax Rate Cuts Are Not Fundamental Tax Reform — A Broad Based Consumption Tax Such as The FairTax or Fair Tax Less Not Even Mentioned — What Good Is Dreaming It If You don’t actually do it! — Videos —

For additional information and videos:

https://pronkpops.wordpress.com/2017/09/01/the-pronk-pops-show-956-august-31-2017-part-2-of-2-story-1-president-trumps-tax-speech-very-light-on-specifics-let-congress-fill-in-the-details-formula-for-failure-tax-rate-cuts-are/

September 03, 2017 02:30 PM PDT

The Pronk Pops Show 955

August 30, 2017

Part 1 of 2, Story 1: President Trump’s Tax Speech — Very Light On Specifics — Let Congress Fill in The Details — Formula For Failure — Tax Rate Cuts Are Not Fundamental Tax Reform — A Broad Based Consumption Tax Such as The FairTax or Fair Tax Less Not Even Mentioned — What Good Is Dreaming It If You don’t actually do it! — Videos —

Story 2: Revised Second Estimate of Real GDP Growth in Second Quarter of 2017 Is 3 Percent — Videos

For additional information and videos:

https://pronkpops.wordpress.com/2017/08/31/the-pronk-pops-show-755-story-1-president-trumps-tax-speech-very-light-on-specifics-let-congress-fill-in-the-details-formula-for-failure-tax-rate-cuts-are-not-fundamental-tax-reform/

The Pronk Pops Show 954

August 30, 2017

Story 1: Houston Under Water — Rain In Houston Area Should End Tuesday With Record Rainfall Exceeding 50 Inches In Many Areas From Hurricane/Tropical Story Harvey — Flooding and Rescues Continue — Videos —

Story 2: 12 Oil Refineries in a Houston Closed Due To Flooding As Gasoline Prices Rise By 20 Cents or More Per Gallon — Video —

Story 3: President Trump and First Lady Visit Texas — Videos —

For additional information and videos:

https://pronkpops.wordpress.com/2017/08/30/the-pronk-pops-show-954-august-29-2017-story-1-houston-under-water-rain-in-houston-area-should-end-tuesday-with-record-rain-fall-exceeding-50-inches-in-many-areas-from-hurricanetropical-story/

August 30, 2017 06:53 PM PDT

The Pronk Pops Show 953

August 28, 2017

Story 1: The Aftermath of Hurricane Harvey — Catastrophic Unprecedented Massive Flooding — Bring A Boat — First Responders Searching and Rescuing Those Trapped In Homes By High Water Levels — Mopping Up After Hurricane Now Tropical Storm Harvey — Flooding Will Continue Into Wednesday — Public Health Emergency — Have you ever seen the rain? — Who Will Stop The Rain — Videos —

Story 2: President Trump Will Visit Texas Tuesday — Fortunate Son — Lookin’ Out My Back Door — Videos —

Story 3: Antifa (Anti-Capitalism) Communist Thugs Violently Attack Again In Berkeley — Where Were The Berkeley Police? Standing Down Once Again — Unmask and Arrest Communist Antifa Thugs —  Bad Moon Rising — Videos

For additional information and videos:

https://pronkpops.wordpress.com/2017/08/28/the-pronk-pops-show-953-august-28-2017-story-1-the-aftermath-of-hurricane-harvey-catastrophic-unprecedented-massive-flooding-bring-a-boat-first-responders-searching-and-rescuing-those-t/

August 26, 2017 01:47 PM PDT

The Pronk Pops Show 952

August 25, 2017

Weather Warning — Part 2 of 2 —  Story 1: Hurricane Harvey Messes With Texas and Louisiana — Upgraded To Category 4 Hurricane — A Real Disaster — Up to 40 To 60 Inches of Rain Possible and Wind Speeds From 131 – 155 Miles Per Hour Winds — Flood Surges 13-18 Feet — Will Hit Friday Evening or Early Saturday Morning —  Damages Extreme — Rain For Next Four Days — Gas Prices Will Rise If Refineries Closed/Flooded — 20 Cent Plus Spike Per Gallon in Gasoline Prices — Videos

For additional information and videos:

https://pronkpops.wordpress.com/2017/08/25/the-pronk-pops-show-952-august-25-2017-weather-warning-part-2-of-2-story-1-hurricane-harvey-messes-with-texas-and-louisiana-upgraded-to-category-4-hurricane-a-real-disaster/

August 26, 2017 10:23 AM PDT

 

 

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Walter Laquer — Fascism: Past, Present, Future — Videos

Posted on August 19, 2017. Filed under: American History, Articles, Blogroll, Books, Business, College, Comedy, Communications, Congress, conservatives, Constitution, Corruption, Crime, Documentary, Economics, Education, Elections, Employment, Essays, Ethic Cleansing, Faith, Family, Federal Government Budget, Fiscal Policy, Friends, government, government spending, history, Law, Monetary Policy, Non-Fiction, Tax Policy, Wealth, Welfare, Wisdom, World War II, Writing | Tags: , , , , , , , , , , , , , , |

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No Vocabulary Left ~ Walter Laqueur

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Biography Benito Mussolini

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Why I Won’t Be Voting For Hillary Clinton or Donald Trump George Carlin

Walter Laqueur

From Wikipedia, the free encyclopedia
Walter Ze’ev Laqueur
Born 26 May 1921 (age 96)
BreslauLower SilesiaPrussia
Nationality American
Occupation Historian and political commentator

Walter Ze’ev Laqueur (born 26 May 1921) is an American historian and political commentator.

Biography

Laqueur was born in BreslauLower SilesiaPrussia (today WrocławPoland), into a Jewish family. In 1938, he left Germany for the British Mandate of Palestine. His parents, who were unable to leave, became victims of the Holocaust.

Laqueur lived in the area that would become Israel from 1938 to 1953. After one year at the Hebrew University of Jerusalem, he joined a kibbutz and worked as an agricultural laborer from 1939 to 1944.[1] In 1944, he moved to Jerusalem, where he worked as a journalist until 1953, covering Palestine and other countries in the Middle East.[1]

Since 1955 Laqueur has lived in London. He was founder and editor, with George Mosse, of the Journal of Contemporary History and of Survey from 1956 to 1964. He was also founding editor of The Washington Papers. He was Director of the Institute of Contemporary History and the Wiener Library in London from 1965 to 1994,[2] From 1969 he was a member, and later Chairman (until 2000), of the International Research Council of the Center for Strategic and International Studies, Washington.[2] He was Professor of the History of Ideas at Brandeis University from 1968 to 1972, and University Professor at Georgetown University from 1976 to 1988. He has also been a visiting professor of history and government at Harvard, the University of ChicagoTel Aviv University and Johns Hopkins University.

Laqueur’s main works deal with European history in the 19th and 20th centuries, especially Russian history and German history, as well as the history of the Middle East. The topics he has written about include the German Youth MovementZionismIsraeli history, the cultural history of the Weimar Republic and RussiaCommunismthe Holocaustfascism, and the diplomatic history of the Cold War. His books have been translated into many languages. His comments on international affairs have appeared in many American and European newspapers and periodicals.

Works

  • Communism and Nationalism in the Middle East, London: Routledge & Kegan Paul 1956
  • Nasser’s Egypt, London: Weidenfeld & Nicolson, 1957
  • The Soviet Cultural Scene, 1956–1957, co-edited with George Lichtheim, New York: Praeger, 1958
  • The Middle East in Transition: Studies in Contemporary History, New York: Praeger, 1958.
  • The Soviet Union and the Middle East, London: Routledge & Kegan Paul, 1959
  • Polycentrism: The New Factor in International Communism, co-edited with Leopold Labedz, New York: Praeger, 1962
  • Young Germany: A History of the German Youth Movement, New York: Basic Books, 1962
  • Neue Welle in der Sowjetunion: Beharrung und Fortschritt in Literatur und Kunst, Vienna: Europa Verlag, 1964
  • Russia and Germany: A Century of Conflict, London: Weidenfeld & Nicolson, 1965
  • 1914: The Coming of the First World War, co-edited with George L. Mosse, New York: Harper & Row, 1966
  • Education and Social Structure in the Twentieth Century, co-edited with George L. Mosse, New York: Harper & Row, 1967
  • The Fate of the Revolution: Interpretations of Soviet History, London : Weidenfeld & Nicolson, 1967
  • The Road to Jerusalem: The Origins of the Arab-Israeli Conflict, 1967, New York: Macmillan, 1968 (published in the UK as The Road to War, 1967: The Origins of the Arab-Israel Conflict, London: Weidenfeld & Nicolson, 1969)
  • Linksintellektuelle zwischen den beiden Weltkriegen, co-written with George Mosse, Munich: Nymphenburger Verlagshandlung, 1969
  • The Struggle for the Middle East: The Soviet Union in the Mediterranean, 1958–1968, London: Routledge & Kegan Paul, 1969
  • Europe Since Hitler, London: Weidenfeld & Nicolson, 1970
  • A Dictionary of Politics, London: Weidenfeld & Nicolson, 1971 ISBN 0-297-00091-8
  • Out of the Ruins of Europe, New York: Library Press, 1971 ISBN 0-912050-01-2
  • A Reader’s Guide to Contemporary History, co-edited with Bernard Krikler, London: Weidenfeld & Nicolson, 1972 ISBN 0-297-99465-4.
  • A History of Zionism, London: Weidenfeld & Nicolson 1972 ISBN 0-03-091614-3
  • Neo-Isolationism and the World of the Seventies, New York: Library Press, 1972 ISBN 0-912050-38-1
  • Confrontation: The Middle East War and World Politics’, London: Wildwood House, 1974 ISBN 0-7045-0096-5
  • Historians in Politics, co-edited with George L. Mosse, London: Sage Publications, 1974 ISBN 0-8039-9930-5
  • Weimar: A Cultural History, 1918–1933, London: Weidenfeld & Nicolson, 1974 ISBN 0-297-76574-4
  • Fascism: A Reader’s Guide: Analyses, Interpretations, Bibliography, editor, Berkeley: University of California Press, 1976 ISBN 0-520-03033-8
  • Terrorism, Boston, MA: Little, Brown, 1977 ISBN 0-316-51470-5
  • Guerrilla: A Historical and Critical Study, London: Weidenfeld & Nicolson, 1977 ISBN 0-297-77184-1
  • The Guerrilla Reader: A Historical Anthology, editor, Philadelphia: Temple University Press, 1977 ISBN 0-87722-095-6
  • The Terrorism Reader: A Historical Anthology, editor, Philadelphia: Temple University Press, 1978 ISBN 0-87722-119-7
  • The Human Rights Reader, co-edited with Barry Rubin, Philadelphia: Temple University Press, 1979 ISBN 0-87722-170-7
  • A Continent Astray: Europe, 1970–1978, London and New York: Oxford University Press, 1979 ISBN 0-19-502510-5
  • The Missing Years: A Novel, Boston, MA: Little, Brown, 1980 ISBN 0-316-51472-1
  • The Terrible Secret: Suppression of the Truth about Hitler’s Final Solution, Boston, MA: Little, Brown, 1980 ISBN 0-316-51474-8
  • The Political Psychology of Appeasement: Finlandization and Other Unpopular Essays, New Brunswick, NJ: Transaction Books, 1980 ISBN 0-87855-336-3
  • Hollanditis: A New Stage in European Neutralism”, Commentary, August 1981
  • The Second World War: Essays in Military and Political History, London: Sage Publications, 1982 ISBN 0-8039-9780-9
  • America, Europe, and the Soviet Union: Selected Essays, New Brunswick, NJ: Transaction Books, 1983 ISBN 0-87855-362-2
  • The Pattern of Soviet Conduct in the Third World, editor, New York: Praeger, 1983 ISBN 0-03-063944-1
  • Looking Forward, Looking Back: A Decade of World Politics, New York: Praeger, 1983 ISBN 0-03-063422-9
  • The Israel-Arab Reader: A Documentary History of the Middle East Conflict, co-edited with Barry Rubin, London and New York: Penguin Books, 1984 ISBN 0-14-022588-9
  • Germany Today: A Personal Report, Boston, MA: Little, Brown, 1985 ISBN 0-316-51453-5
  • A World of Secrets: The Uses and Limits of Intelligence, New York: Basic Books, 1985 ISBN 0-465-09237-3
  • European Peace Movements and the Future of the Western Alliance, co-edited with Robert Hunter, New Brunswick, NJ: Transaction Books, 1985 ISBN 0-88738-035-2
  • Breaking The Silence, co-written with Richard Breitman, New York: Simon & Schuster, 1986 ISBN 0-671-54694-5
  • The Fate of the Revolution: Interpretations of Soviet History from 1917 to the Present, New York: Scribner’s, 1987 ISBN 0-684-18903-8
  • America in the World, 1962–1987: A Strategic and Political Reader, co-edited with Brad Roberts, New York: St. Martin’s Press, 1987 ISBN 0-312-01318-3
  • The Age of Terrorism, Boston, MA: Little, Brown, 1987 ISBN 0-316-51478-0
  • The Long Road to Freedom: Russia and Glasnost, Collier Books, 1989, ISBN 0-02-034090-7
  • Soviet Realities: Culture and Politics from Stalin to Gorbachev, New Brunswick, NJ: Transaction Books, 1990 ISBN 0-88738-302-5
  • Stalin: The Glasnost Revelations, New York : Scribner’s, 1990 ISBN 0-684-19203-9
  • Soviet Union 2000: Reform or Revolution?, co-written with John Erickson, New York : St. Martin’s Press, 1990 ISBN 0-312-04425-9
  • Thursday’s Child Has Far to Go: A Memoir of the Journeying Years, New York: Scribner’s, 1992 ISBN 0-684-19421-X
  • Europe In Our Time: A History, 1945–1992, New York: Viking, 1992 ISBN 0-670-83507-2
  • Black Hundreds: The Rise of the Extreme Right in Russia, New York : HarperCollins, 1993 ISBN 0-06-018336-5
  • The Dream That Failed: Reflections on the Soviet Union, London and New York: Oxford University Press, 1994 ISBN 0-19-508978-2
  • Fascism: Past, Present, Future, London and New York: Oxford University Press, 1996 ISBN 0-19-509245-7
  • Fin de Siècle and Other Essays on America & Europe, New Brunswick, NJ, and London: Transaction Publishers, 1997 ISBN 1-56000-261-1
  • Guerrilla Warfare: A Historical and Critical Study, New Brunswick, NJ, and London: Transaction Publishers, 1997 ISBN 0-7658-0406-9
  • Origins of Terrorism: Psychologies, Ideologies, Theologies, States of Mind, Woodrow Wilson Center Press, 1998 ISBN 0-943875-89-7
  • The New Terrorism: Fanaticism and the Arms of Mass Destruction, London and New York : Oxford University Press, 1999 ISBN 0-19-511816-2
  • Generation Exodus: The Fate of Young Jewish Refugees From Nazi Germany, Hanover, NH, and London: University Press of New England [for] Brandeis University Press, 2001 ISBN 1-58465-106-7
  • The Holocaust Encyclopedia, co-edited with Judith Tydor Baumel, New Haven, CT: Yale University Press, 2001 ISBN 0-300-08432-3
  • A History of Terrorism, New Brunswick, NJ: Transaction Publishers, 2001 ISBN 0-7658-0799-8
  • Voices of Terror: Manifestos, Writings and Manuals of Al Qaeda, Hamas, and Other Terrorists from Around the World and Throughout the Ages, Sourcebooks, Inc., 2004 ISBN 1-59429-035-0
  • No End to War: Terrorism in the Twenty-first Century, Continuum International Publishing Group, 2004
  • Dying for Jerusalem: The Past, Present and Future of the Holiest City, Sourcebooks, Inc., 2006 ISBN 1-4022-0632-1
  • The Changing Face of Antisemitism: From Ancient Times to the Present Day, London and New York: Oxford University Press, 2006 ISBN 0-19-530429-2
  • The Last Days of Europe: Epitaph for an Old Continent, Thomas Dunne Books, 2007 ISBN 0-312-36870-4
  • Disraelia: A Counterfactual History, 1848-2008, Middle East Strategy at Harvard, 2008, http://blogs.law.harvard.edu/mesh/pages/laqueur_disraelia/
  • After the Fall: The End of the European Dream and the Decline of a Continent, New York: Macmillan, 2012
  • Putinism : Russia and its future with the West, New York: Thomas Dunne Books, 2015

References

  1. Jump up to:a b Biography
  2. Jump up to:a b Russia and Germany: About author. Retrieved 25 October 2011.

External links

https://en.wikipedia.org/wiki/Walter_Laqueur

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The Pronk Pops Show — Week In Review — July 28-August 4, 2017 — Videos

Posted on August 5, 2017. Filed under: American History, Banking, Blogroll, Bunker Busters, Business, Central Intelligence Agency (CIA), College, Computers, Congress, Constitution, Corruption, Crime, Crisis, Culture, Defense Intelligence Agency (DIA), Diet, Documentary, Drones, Drug Cartels, Economics, Education, Elections, Employment, Energy, Entertainment, Faith, Family, Federal Bureau of Investigation (FBI), Federal Bureau of Investigation (FBI), Federal Government, Federal Government Budget, Fiscal Policy, Food, Foreign Policy, Fraud, Freedom, Friends, government, government spending, Health, Health Care, history, Illegal, Immigration, Inflation, Internal Revenue Service (IRS), Investments, IRS, Islam, Journalism, Language, Law, Legal, liberty, Life, Links, Literacy, Macroeconomics, media, Microeconomics, Milk, Missiles, Monetary Policy, Money, Music, National Security Agency (NSA), Natural Gas, Newspapers, Nuclear, Nuclear Power, Nuclear Proliferation, Obamacare, Oil, People, Philosophy, Photos, Pistols, Police, Political Correctness, Politics, Press, Programming, Psychology, Radio, Radio, Rants, Raves, Raymond Thomas Pronk, Religion, Rifles, Security, Spying, Strategy, Success, Talk Radio, Tax Policy, Taxation, Taxes, Technology, Television, Terrorism, The Pronk Pops Show, Trade Policiy, Video, War, Wealth, Weapons, Weapons of Mass Destruction, Welfare, Wisdom, Work, Writing | Tags: , |

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The Pronk Pops Show Podcasts

Pronk Pops Show 940, August 3, 2017

Pronk Pops Show 939,  August 2, 2017

Pronk Pops Show 938, August 1, 2017

Pronk Pops Show 937, July 31, 2017

Pronk Pops Show 936, July 27, 2017

Pronk Pops Show 935, July 26, 2017

Pronk Pops Show 934, July 25, 2017

Pronk Pops Show 934, July 25, 2017

Pronk Pops Show 933, July 24, 2017

Pronk Pops Show 932, July 20, 2017

Pronk Pops Show 931, July 19, 2017

Pronk Pops Show 930, July 18, 2017

Pronk Pops Show 929, July 17, 2017

Pronk Pops Show 928, July 13, 2017

Pronk Pops Show 927, July 12, 2017

Pronk Pops Show 926, July 11, 2017

Pronk Pops Show 925, July 10, 2017

Pronk Pops Show 924, July 6, 2017

Pronk Pops Show 923, July 5, 2017

Pronk Pops Show 922, July 3, 2017

Pronk Pops Show 921, June 29, 2017

Pronk Pops Show 920, June 28, 2017

Pronk Pops Show 919, June 27, 2017

Pronk Pops Show 918, June 26, 2017

Pronk Pops Show 917, June 22, 2017

Pronk Pops Show 916, June 21, 2017

Pronk Pops Show 915, June 20, 2017

Pronk Pops Show 914, June 19, 2017

Pronk Pops Show 913, June 16, 2017

Pronk Pops Show 912, June 15, 2017

Pronk Pops Show 911, June 14, 2017

Pronk Pops Show 910, June 13, 2017

Pronk Pops Show 909, June 12, 2017

Pronk Pops Show 908, June 9, 2017

Pronk Pops Show 907, June 8, 2017

Pronk Pops Show 906, June 7, 2017

Pronk Pops Show 905, June 6, 2017

Pronk Pops Show 904, June 5, 2017

Pronk Pops Show 903, June 1, 2017

Pronk Pops Show 902, May 31, 2017

Pronk Pops Show 901, May 30, 2017

Pronk Pops Show 900, May 25, 2017

Pronk Pops Show 899, May 24, 2017

Pronk Pops Show 898, May 23, 2017

Pronk Pops Show 897, May 22, 2017

Pronk Pops Show 896, May 18, 2017

Pronk Pops Show 895, May 17, 2017

Pronk Pops Show 894, May 16, 2017

Pronk Pops Show 893, May 15, 2017

Pronk Pops Show 892, May 12, 2017

Pronk Pops Show 891, May 11, 2017

Pronk Pops Show 890, May 10, 2017

Pronk Pops Show 889, May 9, 2017

Pronk Pops Show 888, May 8, 2017

Pronk Pops Show 887, May 5, 2017

Pronk Pops Show 886, May 4, 2017

Pronk Pops Show 885, May 3, 2017

Pronk Pops Show 884, May 1, 2017

Image result for Reforming American Immigration for a Strong Economy (RAISE) Act. charts on numbers 

 

Image result for cartoons illegal alien invasion of united states

The Pronk Pops Show 940

August 3, 2017

Breaking News — Story 1: Special Counsel Robert Mueller III Impanels Grand Jury for Russian Investigation and Alleged Russia/Trump Collusion Conspiracy Theory — Videos —

Story 2: Proposed Reforming American Immigration for Strong Employment (RAISE) Act will Expose Hypocrisy of Democrats and Republicans In Promoting Open Borders with 30-60 Million Illegal Invasion of United States Over The Last 30 Years and Rising Legal Immigration Instead of Protecting The American Worker and Middle Class — The Betrayal Of American People By The Political Elitist Establishment — Videos

For additional information and videos:

https://pronkpops.wordpress.com/2017/08/03/the-pronk-pops-show-940-august-3-2017-breaking-news-story-1-special-counsel-robert-mueller-iii-impanels-grand-jury-for-russian-investigation-and-alleged-russiatrump-collusion-conspiracy-theory/

August 04, 2017 04:57 PM PDT

The Pronk Pops Show 939

August 2, 2017

Story 1: President Trump For National Unity Furiously Signs Flawed Russia, Iran, and North Korea Sanctions Bill — Videos —

Story 2: Trump Announces New Immigration Policy — Reforming American Immigration for Strong Employment (RAISE) Act — Videos

For additional information and videos;

https://pronkpops.wordpress.com/2017/08/02/the-pronk-pops-show-939-august-2-2017-breaking-news-story-1-president-trump-for-national-unity-furiously-signs-flawed-russia-iran-and-north-korea-sanctions-bill-videos-story-2-trump-a/

August 03, 2017 12:00 PM PDT

The Pronk Pops Show 938

August 1, 2017

Story 1: Vice-President On The Trump Doctrine In Speech Delivered From Estonia, Latvia, and Lithuania — Videos —

Story 2: President Trump Will Sign Sanctions Bill For Russia, North Korea, and Islamic Republic of Iran — Videos — Story 3: Washington War Fever with Neocon Republicans and Progressive Democrats United Against Russia — Masking Incompetency — Videos

For additional information and videos:

https://pronkpops.wordpress.com/2017/08/01/the-pronk-pops-show-938-august-1-2017-story-1-vice-president-on-the-trump-doctrine-in-speech-delivered-from-estonia-latvia-and-lithuania-videos-story-2-president-trump-will-sign-sanction/

 

The Pronk Pops Show 938

August 2, 2017

Story 1: Vice-President On The Trump Doctrine In Speech Delivered From Estonia, Latvia, and Lithuania — Videos —

Story 2: President Trump Will Sign Sanctions Bill For Russia, North Korea, and Islamic Republic of Iran — Videos —

Story 3: Washington War Fever with Neocon Republicans and Progressive Democrats United Against Russia — Masking Incompetency — Videos

For additional information and videos:

https://wordpress.com/post/pronkpops.wordpress.com/26453

July 29, 2017 12:49 PM PDT

The Pronk Pops Show 936

July 27, 2017

Story 1surprisedbama Spy Scandal: Obama Administration Officials Including National Security Adviser Rice, CIA Director Brennan and United Nations Ambassador Power Spied On American People and Trump Campaign By Massive Unmasking Using Intelligence Community For Political Purposes — An Abuse of Power and Felonies Under U.S. Law — Videos

For additional information and videos:

https://pronkpops.wordpress.com/2017/07/28/the-pronk-pops-show-936-story-1obama-spy-scandal-obama-administration-officials-including-national-security-adviser-rice-cia-director-brennan-and-united-nations-ambassador-power-spied-on-american/

July 28, 2017 07:12 PM PDT

The Pronk Pops Show 935

July 26, 2017

Story 1: Trump Targets Transgender Troops — No More Gender Reassignment Surgeries In Military and Veterans Hospital — Cuts Spending By Millions Per Year — What is Next? — No More Free Viagra — Tranny Boys/Girls No More — Videos —

Story 2: Senate Fails To Pass Senator Rand Paul’s Total Repeal Amendment — Tea Party Revival Calling For Primary Challenge Against Rollover Republican Senators Shelley Moore Capito of West Virginia, Susan Collins of Maine, Dick Heller of Nevada, John McCain of Arizona, Rob Portman of Ohio, Lamar Alexander of Tennessee and Lisa Murkowski of Alaska — All Republicans in Name Only — Really Big Government Democrats — Videos —

Story 3: Trump Rally in Ohio — Neither A Rally Nor A Movement Is Not A Political Party That Votes in Congress — New Viable and Winning American Independence Party Is What Is Needed –Videos

For additional information and videos:

https://wordpress.com/post/pronkpops.wordpress.com/26375

July 27, 2017 02:28 PM PDT

The Pronk Pops Show 934

July 26, 2017

Story 1: Pence Breaks Tie — Senate Will Debate How To Proceed With Obamacare Repeal and Replace — Videos —

Story 2: Congress Overwhelming Passes New Sanctions on Russia, Iran and North Korea — Long Overdue — Videos —

Story 3: Trump Again Critical Of Attorney General Sessions Apparently For Not Prosecuting Leakers and Going After Clinton Foundation Crimes — What about Obama Administration’s Spying On Trump — An Abuse of Power Using Intelligence Community for Political Purposes — Will Trump Dump Sessions? If He Does Trump Will Start To Lose His Supporters in Talk Radio and Voter Base — Direct Deputy Attorney Rod Rosenstein To Fire Mueller — If He Won’t Fire Him — Fire Both Mueller and Rosenstein —  Punish Your Enemies and Reward Your Friends President Trump! — “In Your Guts You Know He is Nuts” —  Videos

For additional information and videos:

https://pronkpops.wordpress.com/2017/07/25/the-pronk-pops-show-934-july-24-2017-breaking-breaking-story-1-pence-breaks-tie-senate-will-debate-how-to-proceed-with-obamacare-repeal-and-replace-videos-story-2-congress-overwhel/

 

The Pronk Pops Show Podcasts Portfolio

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Read Full Post | Make a Comment ( None so far )

The Pronk Pops Show — Week In Review — July 20-27, 2017 — Videos

Posted on July 29, 2017. Filed under: American History, Articles, Blogroll, Business, Central Intelligence Agency (CIA), Communications, Computers, Computers, Congress, Constitution, Crime, Defense Intelligence Agency (DIA), Defense Intelligence Agency (DIA), Documentary, Economics, Education, Employment, External Hard Drives, Farming, Federal Bureau of Investigation (FBI), Federal Bureau of Investigation (FBI), Federal Government, Federal Government Budget, Fiscal Policy, Foreign Policy, Freedom, Friends, government, government spending, Health Care, history, Internal Revenue Service (IRS), Investments, IRS, Islam, Journalism, Law, liberty, Life, Links, Literacy, media, Narcissism, National Security Agency (NSA), National Security Agency (NSA_, Newspapers, Obamacare, People, Philosophy, Photos, Political Correctness, Politics, Press, Psychology, Radio, Radio, Rants, Raves, Raymond Thomas Pronk, Security, Spying, Strategy, Success, Supreme Court, Talk Radio, Tax Policy, Taxes, Technology, Television, Terrorism, Transportation, Unemployment, Video, War, Wealth, Welfare, Wisdom, Writing | Tags: , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , |

Project_1

The Pronk Pops Show Podcasts

Pronk Pops Show 936,  July 27, 2017

Pronk Pops Show 935,  July 26, 2017

Pronk Pops Show 934,  July 25, 2017

Pronk Pops Show 934,  July 25, 2017

Pronk Pops Show 933,  July 24, 2017

Pronk Pops Show 932,  July 20, 2017

Pronk Pops Show 931,  July 19, 2017

Pronk Pops Show 930,  July 18, 2017

Pronk Pops Show 929,  July 17, 2017

Pronk Pops Show 928,  July 13, 2017

Pronk Pops Show 927,  July 12, 2017

Pronk Pops Show 926,  July 11, 2017

Pronk Pops Show 925,  July 10, 2017

Pronk Pops Show 924,  July 6, 2017

Pronk Pops Show 923,  July 5, 2017

Pronk Pops Show 922,  July 3, 2017 

Pronk Pops Show 921,  June 29, 2017

Pronk Pops Show 920,  June 28, 2017

Pronk Pops Show 919,  June 27, 2017

Pronk Pops Show 918,  June 26, 2017 

Pronk Pops Show 917,  June 22, 2017

Pronk Pops Show 916,  June 21, 2017

Pronk Pops Show 915,  June 20, 2017

Pronk Pops Show 914,  June 19, 2017

Pronk Pops Show 913,  June 16, 2017

Pronk Pops Show 912,  June 15, 2017

Pronk Pops Show 911,  June 14, 2017

Pronk Pops Show 910,  June 13, 2017

Pronk Pops Show 909,  June 12, 2017

Pronk Pops Show 908,  June 9, 2017

Pronk Pops Show 907,  June 8, 2017

Pronk Pops Show 906,  June 7, 2017

Pronk Pops Show 905,  June 6, 2017

Pronk Pops Show 904,  June 5, 2017

Pronk Pops Show 903,  June 1, 2017

Pronk Pops Show 902,  May 31, 2017

Pronk Pops Show 901,  May 30, 2017

Pronk Pops Show 900,  May 25, 2017

Pronk Pops Show 899,  May 24, 2017

Pronk Pops Show 898,  May 23, 2017

Pronk Pops Show 897,  May 22, 2017

Pronk Pops Show 896,  May 18, 2017

Pronk Pops Show 895,  May 17, 2017

Pronk Pops Show 894,  May 16, 2017

Pronk Pops Show 893,  May 15, 2017

Pronk Pops Show 892,  May 12, 2017

Pronk Pops Show 891,  May 11, 2017

Pronk Pops Show 890,  May 10, 2017

Pronk Pops Show 889,  May 9, 2017

Pronk Pops Show 888,  May 8, 2017

Pronk Pops Show 887,  May 5, 2017

Pronk Pops Show 886,  May 4, 2017

Pronk Pops Show 885,  May 3, 2017

Pronk Pops Show 884,  May 1, 2017

Pronk Pops Show 883 April 28, 2017

Pronk Pops Show 882: April 27, 2017

Pronk Pops Show 881: April 26, 2017

Pronk Pops Show 880: April 25, 2017

Pronk Pops Show 879: April 24, 2017

Pronk Pops Show 878: April 21, 2017

Pronk Pops Show 877: April 20, 2017

Pronk Pops Show 876: April 19, 2017

Pronk Pops Show 875: April 18, 2017

Pronk Pops Show 874: April 17, 2017

Pronk Pops Show 873: April 13, 2017

Pronk Pops Show 872: April 12, 2017

Pronk Pops Show 871: April 11, 2017

Pronk Pops Show 870: April 10, 2017

Pronk Pops Show 869: April 7, 2017

Pronk Pops Show 868: April 6, 2017

Pronk Pops Show 867: April 5, 2017

Pronk Pops Show 866: April 3, 2017

 

Image result for branco cartoons r repeal of obamacareImage result for branco cartoons big government republicans failure to repeal obamacare

Image result for branco cartoons big government republicans failure to repeal obamacare

Image result for cartoons obama, rice, brennan spied on trump and american people

The Pronk Pops Show 936

July 27, 2017

Story 1surprisedbama Spy Scandal: Obama Administration Officials Including National Security Adviser Rice, CIA Director Brennan and United Nations Ambassador Power Spied On American People and Trump Campaign By Massive Unmasking Using Intelligence Community For Political Purposes — An Abuse of Power and Felonies Under U.S. Law — Videos

For additional information and videos:

https://pronkpops.wordpress.com/2017/07/28/the-pronk-pops-show-936-story-1obama-spy-scandal-obama-administration-officials-including-national-security-adviser-rice-cia-director-brennan-and-united-nations-ambassador-power-spied-on-american/

July 28, 2017 07:12 PM PDT

The Pronk Pops Show 935

July 26, 2017

Story 1: Trump Targets Transgender Troops — No More Gender Reassignment Surgeries In Military and Veterans Hospital — Cuts Spending By Millions Per Year — What is Next? — No More Free Viagra — Tranny Boys/Girls No More — Videos —

Story 2: Senate Fails To Pass Senator Rand Paul’s Total Repeal Amendment — Tea Party Revival Calling For Primary Challenge Against Rollover Republican Senators Shelley Moore Capito of West Virginia, Susan Collins of Maine, Dick Heller of Nevada, John McCain of Arizona, Rob Portman of Ohio, Lamar Alexander of Tennessee and Lisa Murkowski of Alaska — All Republicans in Name Only — Really Big Government Democrats — Videos —

Story 3: Trump Rally in Ohio — Neither A Rally Nor A Movement Is Not A Political Party That Votes in Congress — New Viable and Winning American Independence Party Is What Is Needed –Videos

For additional information and videos:

https://wordpress.com/post/pronkpops.wordpress.com/26375

July 27, 2017 02:28 PM PDT

The Pronk Pops Show 934

July 26, 2017

Story 1: Pence Breaks Tie — Senate Will Debate How To Proceed With Obamacare Repeal and Replace — Videos —

Story 2: Congress Overwhelming Passes New Sanctions on Russia, Iran and North Korea — Long Overdue — Videos —

Story 3: Trump Again Critical Of Attorney General Sessions Apparently For Not Prosecuting Leakers and Going After Clinton Foundation Crimes — What about Obama Administration’s Spying On Trump — An Abuse of Power Using Intelligence Community for Political Purposes — Will Trump Dump Sessions? If He Does Trump Will Start To Lose His Supporters in Talk Radio and Voter Base — Direct Deputy Attorney Rod Rosenstein To Fire Mueller — If He Won’t Fire Him — Fire Both Mueller and Rosenstein —  Punish Your Enemies and Reward Your Friends President Trump! — “In Your Guts You Know He is Nuts” —  Videos

For additional information and videos:

https://pronkpops.wordpress.com/2017/07/25/the-pronk-pops-show-934-july-24-2017-breaking-breaking-story-1-pence-breaks-tie-senate-will-debate-how-to-proceed-with-obamacare-repeal-and-replace-videos-story-2-congress-overwhel/

July 26, 2017 07:00 PM PDT

The Pronk Pops Show 933

July 24, 2017

Story 1: The American People Do Not Care About Phony Russian/Trump Collusion Conspiracy of The Lying Lunatic Left, Delusional Democrats and Big Lie Media — They’re Coming To Take You Away To The Funny Farm To Play with Your Ding-a-Ling — Videos —

Story 2: Trump Should Read Saul Alinski Rules For Radicals To Understand What Is Going On — Then Have Department of Justice Investigate The Clinton Charitable Foundation For Public Corruption and  Obama Administration For Abuse of Power Using Intelligence Community for Political Purposes And Then  Fire Mueller For Conflicts of Interests — The Sooner The Better — Go On Offense Stop Playing Defense — Just Do It! — Videos

For additional information and videos:

https://pronkpops.wordpress.com/2017/07/24/the-pronk-pops-show-923-july-24-2017-story-1-the-american-people-do-not-care-about-phony-russiantrump-collusion-conspiracy-of-the-lying-lunatic-left-delusional-democrats-and-big-lie-media-the/

July 22, 2017 01:17 PM PDT

The Pronk Pops Show 932

July 20, 2017

Story 1: O.J. Simpson Granted Parole When Eligible — The Juice Will Soon Be Loose — Videos —

Story 2: President Trump’s First Six Months — Videos —

Story 3: President Trump Will Keep Attorney General Sessions For Now — Videos

For additional information and videos:

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Story 1: “Obamacare Failed” Says President Trump — Wants Obamacare Completely  Repealed and Replaced Sooner or Later — Obama Lied To American People — Does President Trump Understand The Relationship Between Pre-existing Conditions, Guaranteed Issue, Community Rating and Adverse Selection — Many Doubt Trump Really Understands The Relationship That Is The Real Reason Obamacare Was Designed To Fail From The Beginning So It Could Be Replaced By Single Payer Government Health Care — Videos

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July 19, 2017 07:34 PM PDT

The Pronk Pops Show 930

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Story 1: Will Trump Challenge The Washington Establishment To Achieve His Promises? You Betcha. Will He Win? Long Shot –A Movement Is Not A Viable Political Party That Can Beat The Democratic Party and Republican Party and Their Allies In The Big Government Bureaucracies, Big Lie Media and The Owner Donor Class — Votes Count — Independence Party???– Videos —

Story 2: Replace Republicans With D and F Conservative Review Grades and Scores Root and Branch With Real Conservatives, Classical Liberals and Libertarians Until New Political Party Is Formed and Becomes A Viable Party — Videos

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July 19, 2017 01:38 PM PDT

The Pronk Pops Show 929

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Story 1: Downsizing The Federal Government or Draining The Swap: Trump Should Permanently Close 8 Departments Not Appoint People To Run Them — Cut All Other Department Budgets by 20% — Video —

Story 2: Federal Spending Breaks $4 Trillion for Fiscal Year 2017 —

Story 3: The American People and President Trump Vs. Political Elitist Establishment of The Big Government Democratic and Republican Parties — Videos

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July 17, 2017 08:21 PM PDT

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Story 1: Senate Revised Republican Repeal and Replacement Bill A Betrayal of Voters Who Gave Republicans Control of Senate and House — Does Not Repeal All Obamacare Mandates, Regulations and Taxes but Does Bailout Insurance Industry and States Who Extended Medicaid Benefits — Trump Should Veto This Betrayal By Republican Establishment of Republican Voters — Videos —

Story 2: Estimated insolvency date of Social Security’s Trust fund is 2034 — and Medicare’s Hospital Trust Fund is 2029 —  Social Security and Medicare Benefits Will Be Cut or Taxes Raised or Combination of Benefit Cuts and Tax Increases — Videos —

Story 3: Trump’s Broken Promises and Kept Promises — Good Intentions are Not Enough — Only Results Count — Videos

For additional information and videos:

https://pronkpops.wordpress.com/2017/07/15/the-pronk-pops-show-928-july-13-2017-story-1-senate-revised-republican-repeal-and-replacement-bill-a-betray-of-voters-who-gave-republicans-control-of-senate-and-house-does-not-repeal-all-obamac/

July 14, 2017 05:00 PM PDT

The Pronk Pops Show 927

July 12, 2017

Story 1: Putin’s Sting — How Russian Intelligence Service (FSB) Played The Washington Political Elitist Establishment (Democrats and Republicans) And Big Lie Media And How They Fell Hook, Line and Sinker for Russian Intelligence Disinformation Campaign — Russian Trump Dossier — The Dangers of Opposition Research, Confirmation Bias, True Believers, Useful Idiots, Blind Ambition and Two Party Tyranny — The Sting Redux — Videos —

Story 2: Republican Sellout The Republican Voter Base By Not Repealing Obamacare Completely — Leaves Many Obamacare Regulations, Subsidies, and Taxes In Place –Republican Replacement of Obamacare  Is A Big Bailout Bill of Insurance Industry — The Stupid Republican Party About To Commit Political Suicide — Rest In Peace — Videos

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July 12, 2017 08:04 PM PDT

The Pronk Pops Show 926

July 11, 2017

Story 1: Much Ado About Nothing — What Dirt Did The Russians Have On Hillary Clinton? — Donald Trump Jr. Wanted To Know — Smells Like A Russian Setup and/or Democrat Dirty Trick — Who Leaked The Emails To New York Times? — American People Ignoring Paranoid Progressive Propaganda of Big Lie Media — Still Waiting For Any Evidence of Trump/Russian/Putin Collusion — Clinton Collusion Conspiracy Crashing — Desperate Delusional Democrat Deniers of Reality — Videos —

Story 2: When Will Attorney General Sessions Appoint A Special Counsel To Investigate Intelligence Community Leaks and Hillary Clinton Mishandling of Classified Documents and Related Pay for Play Public Corruption of Clinton Foundation? — Was Democratic Hired Opposition Research firm Fusion GPS and Christopher Steel Formerly of British Intelligent MI-6 Agent A Cutout For The Russian Disinformation Campaign Included in The Donald Trump — Russia Dossier? — Videos

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Yuval Noah Harari — Homo Deus: A Brief History of Tomorrow — Videos

Posted on May 31, 2017. Filed under: Art, Blogroll, Books, Communications, Culture, Documentary, Employment, Entertainment, Non-Fiction, Wisdom, Work, Writing | Tags: , , , , , , , , , , , , , |

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Godlike ‘Homo Deus’ Could Replace Humans as Tech Evolves

What happens when the twin worlds of biotechnology and artificial intelligence merge, allowing us to re-design our species to meet our whims and desires?

Updated May.31.2017 / 1:44 PM ET

Futuristic Pacific Islander woman watching holograms :: This content is subject to copyright. | This content is subject to copyright.
Evolution is a slow affair, taking some 5 million years to turn a chimpanzee-like creature into us. But what happens when we push down the accelerator and take command of our bodies and brains instead of leaving it to nature? What happens when biotechnology and artificial intelligence merge, allowing us to re-design our species to meet our whims and desires?

Historian Yuval Noah Harari explores these questions in his runaway bestseller, “Homo Deus: A Brief History of Tomorrow,” a kind of sequel to his 2014 book, “Sapiens.” The title of his new book suggests a startling stage in our evolution: Homo sapiens (“wise man”), far from being the pinnacle of creation, is a temporary creature, one soon to be replaced by Homo deus (“god man”).

Harari makes no pretense of being able to peer into the future — but the advances humans have made suggest where we may be heading. Breakthroughs in biotechnology, including gene-editing methods likeCRISPR, hint at the power we’ll soon have to change our genes, our bodies, and perhaps our brains.

At the same time, advances in artificial intelligence, includingmachine learning, may soon let us build brain-computer interfaces that will blur the line between man and machine. So far, we’ve muddled along as biological creatures, but we may one day become something new — a novel mix of the biological and the technological; of flesh and silicon.

Image::Professor Yuval Noah Harari|||[object Object]
Professor Yuval Noah Harari NurPhoto Via Getty Images / Jonathan Nicholson/NurPhoto

Harari said we’re already moving in that direction: We depend on our smartphones for a staggering number of decisions every day — and that dependence is growing.

“In 2050, it is likely that your smartphone will not be separate from you at all,” Harari said by e-mail from his home in Israel. “It will be embedded in your body via biometric sensors, and it will monitor your heart rate, your blood pressure, and your brain activity 24 hours a day.” Your smartphone will constantly analyze that data, and “will, therefore, know your desires, likes, and dislikes even better than you.” We see versions of this today, with our Amazon accounts, which seem to know our taste in books and music better than we do.

BLURRING THE HUMAN-MACHINE BOUNDARY

Humanity has been through revolutions before, but this one will be different, Harari said. When our ancestors first picked up stone tools to hack away at an animal carcass, some 2 million years ago, it was a game-changer — but it primarily changed our culture, not our bodies. Now we’re entering a new era, in which rather than using tools, the tools might be using us.

“People are delegating more responsibility to AI and they are already merging with their smartphones and their Facebook accounts,” Harari said. “These are no longer dumb tools like a hammer or a knife — they are intelligent entities that constantly study us, adapt to our unique personality, and actively shape our worldview and our innermost desires.”

We will use technology to upgrade ourselves … into something different.

In the future Harari envisions, we’ll gradually merge with machines thanks to biometric sensors and brain-computer interfaces. This may sound like science fiction, but it’s already a reality. At Miguel Nicolelis’s lab at Duke University’s Center for Neuroengineering, patients with spinal cord injuries can use a brain-machine interface to control a motorized “exoskeleton” to regain some sensation and muscle control in damaged limbs.

“Humans will merge with computers and machines to form cyborgs — part-organic, part-bionic life forms,” Harari said. “You could surf the Internet with your mind; you could use bionic arms, legs, and eyes; you will augment your organic immune system with a bionic immune system, and you will delegate more and more decisions to algorithms that know you better than you know yourself.”

At first, you may feel a sentimental attachment to the traditional human form. Looking recognizably like Homo sapiens, we might soon be able to select “designer bodies,” as though shopping from a catalog, Harari speculates.

“However, in the longer term — perhaps in the 22nd century — the human body is likely to lose its relevance and appeal,” he said. As our mastery over materials progresses, we may go “beyond material structures altogether. We might reach a point when minds could surf cyberspace directly, and adopt there any kind of form we fancy, irrespective of the laws of biology or even physics.”

TRANSCENDING SPACE AND TIME

The way we understand space and time may also change, Harari said. “Today we have organic bodies, hence at any one time, we can be only in one place. But a future cyborg may have an organic brain connected via a brain-computer interface to numerous arms, legs, and other tools that could be scattered all over the world. Your brain could be in New York, while your hands will be fighting insurgents in Afghanistan or performing heart surgery in Egypt. So where are you?”

Whether the homo deus species is “human” is a philosophical question, not a scientific one. But Harari believes these changes will come gradually as our relationship with the machines becomes slowly but inexorably more intimate. Our species “is likely to upgrade itself step by step, merging with robots and computers in the process,” he wrote in his latest book, “until our descendants will look back and realise they are no longer the kind of animal that wrote the Bible, built the Great Wall of China, and laughed at Charlie Chaplin’s antics.”

Humankind’s relationship with technology has always been complex. “We’ve always sort of been merged with technology,” said journalist Mark O’Connell, author of the new book “To Be a Machine.” “We’re already cyborgs, in a sense, because we’re in this relationship with technology which is very intimate.” The coming of the smartphone — which many of us put down only when we’re asleep or in the shower — has taken this relationship to the next level. “Your phone is a cyborg technology, in a way. It’s not physically internalized — but the phone is like an extra limb or an extrasensory device.”

Traditionally, technology has been located outside the body, but more and more often it’s inside — where it takes on more personal significance. Think of the difference between eyeglasses, which touch the body, and a pacemaker, which lies next to the heart.

“I feel like there’s a very strong, profound distinction between just using technology and integrating technology” into our bodies, O’Connell said.

MIND 2.0?

When body and machine merge, what happens to the mind? As Harari admitted in “Homo Deus,” the nature of consciousness remains a deep mystery. That’s why, despite AI advancements, our efforts to create a “thinking machine” haven’t lived up to expectations.

“We’ve seen an amazing development in computer intelligence, but exactly zero development in computer consciousness,” Harari said. Part of the problem is that we often confuse intelligence, which he defines as the ability to solve problems, with consciousness — the ability to feel. Yet, he said, we may one day find a way around this divide, eventually reaching a state of “super-intelligence.”

Not surprisingly, the schemes for enhancing human intelligence seem to be coming from Silicon Valley. Bryan Johnson, a tech entrepreneur who made his fortune by selling eBay, now heads a startup called Kernel, which is developing computerized brain implants that can help people with neurological damage caused by strokes or Alzheimer’s disease. With help from neuroscientists, Johnson hopes to go further. He’d like to use the technology to boost memory and even intelligence. As Johnson told the Washington Postlast year: “Whatever endeavor we imagine — flying cars, go to Mars — it all fits downstream from our intelligence. It is the most powerful resource in existence. It is the master tool.”

Image::Bryan Johnson, founder and chief executive officer of Kernel|||[object Object]
Bryan Johnson, founder and chief executive officer of KernelBloomberg Via Getty Images / (C) 2017 Bloomberg Finance LP

HEAVEN CAN WAIT

Harari won’t say whether we will conquer death, but he’s confident we’ll “make a bid” for immortality this century. In fact, our attitude toward death has changed since the Scientific Revolution, he said. Science “has redefined death as a technical problem. A very complicated problem, no doubt, but still only a technical problem.”

And technical problems have technical solutions. “If traditionally death was the specialty of priests and theologians, now the engineers are taking over,” Harari said. That doesn’t mean we’ll be able to pull it off — but he doesn’t dismiss the idea. “My position is that humankind has the potential to overcome old age and death, but it will probably take a few centuries rather than a few decades.”

But if people stop dying, won’t the world get crowded?

“Only the rich will stop dying,” Harari said, “and there aren’t many of them.” This raises a dire vision of the world in which the ultra-wealthy have access to life-extending modifications — perhaps even immortality — while the majority live in a constant state of resentment. If only the rich can be immortal, the poor won’t stand for it, Harari said.

We’re already cyborgs, in a sense, because we’re in this relationship with technology which is very intimate.

“Those unable to afford the new miracle treatments — the vast majority of people — will be beside themselves with rage,” he said. “Throughout history, the poor and oppressed comforted themselves with the thought that at least death is even-handed — that the rich and powerful will also die. The poor will not be comfortable with the thought that they have to die, while the rich will remain young and beautiful forever.”

Even if immortality is never achieved, the unequal availability of life-extending procedures will take a toll on society, Harari said. “We might see the emergence of the most unequal societies that ever existed… economic inequality will be translated into biological inequality.”

People will still have to work for a living, but what sort of work is impossible to predict. “Nobody knows what the job market will look like in 2050, except that it will be completely different from today,” Harari said. Many familiar jobs will have disappeared, and new ones will arise. But the direction we’re moving in suggests that a “post-work world” is on the horizon. “The idea of going to the office to earn a living would sound as strange as the idea of going to the forest to hunt your dinner.”

DIVINE DATA

The office isn’t the only place that may soon be redundant. Churches, Harari suggested, may fade into history along with the very idea of religion. As he points out, the things that God does in Genesis — creating plants, animals, and people — may soon be things that humans can do. We’ll see these new gods every time we look in the mirror. If making things no longer seems miraculous, what would?

As artificial intelligence progresses, and the power of algorithms and data-crunching dominates more aspects of our lives, Harari wonders whether data may come to have divine properties. In the future, “techno-religions” may conquer the world, he said, not by promising salvation in the next world, but by radically changing our lives in this world.

Harari argued that “the most interesting place in the world from a religious perspective is not the Islamic State or the Bible Belt, but Silicon Valley.” The technology gurus “promise all the old prizes — happiness, peace, prosperity, and even eternal life — but here on earth with the help of technology, rather than after death with the help of celestial beings.”

There is much in Harari’s vision to inspire awe; there is also much to fear. But Harari himself seemed more sanguine — though he acknowledged that, as humanity takes on unprecedented new powers, we will also have to embrace equally great responsibility.

We may not be ready. But, Harari added, “that has never stopped us before.”

Dan Falk (@danfalk) is a science journalist based in Toronto. His books include The Science of Shakespeare and In Search of Time.

https://www.nbcnews.com/mach

Homo Deus: A Brief History of Tomorrow

From Wikipedia, the free encyclopedia
Homo Deus: A Brief History of Tomorrow
Homo Deus: A Brief History of Tomorrow

The English book cover of Homo Deus: A Brief History of Tomorrow
Author Yuval Noah Harari
Original title ההיסטוריה של המחר
Country Israel
Language English
Hebrew (original)
French (September 2017)
Chinese
Subject Civilization
Technology and civilization
Human beings
Publisher Harvill Secker
Publication date
2015
Published in English
8 September 2016
Pages 448
ISBN 978-191-070-187-4

Homo Deus: A Brief History of Tomorrow (Hebrew: ההיסטוריה של המחר) is a book written by Israeli author Yuval Noah Harari, professor at the Hebrew University in Jerusalem. The book was first published in Hebrew in 2015 by Dvir publishing; the English-language version was published in September 2016 in the UK and in February 2017 in the US. As with its predecessor, Sapiens: A Brief History of Humankind, Harari recounts the course of history while describing events and the individual human experience, along with ethical issues in relation to his historical survey. Homo Deus, as opposed to the previous book, deals more with the abilities acquired by humans (Homo sapiens) throughout its existence, and its evolution as the dominant species in the world; the book attempts to paint an image of the future. Many philosophical issues are discussed, such as the human experience,individualism, human emotion and consciousness. The book describes the current abilities and achievements of mankind.

Central thesis

  • Organisms are algorithms, and as such homo sapiens may not be dominant in a universe where dataism becomes the paradigm.
  • Since the verbal/language revolution some 70,000 years ago, humans live within an “intersubjective reality”, such as countries, borders, religion, and money, all created to enable large-scale, flexible cooperation between different individual human beings.
  • Humankind’s immense ability to give meaning to its actions and thoughts is what has enabled its many achievements.
  • Humanism is a form of religion that worships humankind instead of god. It puts humankind and its desires as a top priority in the world in which humans themselves are framed as the dominant beings. During the 21st century, Harari believes that humanism may push humans to search for immortality, happiness, and power.
  • Technological developments have threatened the continued ability of humans to give meaning to their lives; Harari prophesies the replacement of humankind with a super-man, or “homo deus” (human god) endowed with supernatural abilities such as eternal life.[1]

Reception

After its publication Homo Deus received significant media attention. Articles and reviews about the book were published by The New York Times,[2][3]The Guardian,[4][5]The Economist,[6]The New Yorker,[7]NPR,[8]Financial Times[9] and Times Higher Education.[10]

Translations

Translations have or will become available:

  • English: September 2016.
  • Spanish: October 2016.
  • Portuguese: November 2016.[11]
  • Turkish: December 2016.
  • Chinese: January 2017.
  • German: February 2017.
  • Dutch: February 2017.
  • Italian: May 2017, Bompiani.
  • French: September 2017.

References

  1. Jump up^ Shalev, Amichay (6 May 2015). “”ההיסטוריה של המחר”: להרוג את המוות”.Ynet (in Hebrew). Retrieved 15 October 2015.
  2. Jump up^ Senior, Jennifer (15 February 2017). “Review: ‘Homo Deus’ Foresees a Godlike Future. (Ignore the Techno-Overlords.)”. The New York Times.ISSN 0362-4331. Retrieved 2017-04-05.
  3. Jump up^ Mukherjee, Siddhartha (13 March 2017). “The Future of Humans? One Forecaster Calls for Obsolescence”. The New York Times. ISSN 0362-4331. Retrieved 2017-04-05.
  4. Jump up^ Adams, Tim (11 September 2016). “Homo Deus: A Brief History of Tomorrow by Yuval Noah Harari review – chilling”. The Guardian.ISSN 0261-3077. Retrieved 2017-04-05.
  5. Jump up^ Runciman, David (24 August 2016). “Homo Deus by Yuval Noah Harari review – how data will destroy human freedom”. The Guardian.ISSN 0261-3077. Retrieved 2017-04-05.
  6. Jump up^ “Future shock”. The Economist. Retrieved 2017-04-05.
  7. Jump up^ “Are Liberals on the Wrong Side of History?”. The New Yorker. Retrieved 2017-04-05.
  8. Jump up^ “Are Cyborgs in Our Future? ‘Homo Deus’ Author Thinks So”. NPR.org. Retrieved 2017-04-05.
  9. Jump up^ “Subscribe to read”. http://www.ft.com. Retrieved 2017-04-05.
  10. Jump up^ “Homo Deus: A Brief History of Tomorrow, by Yuval Noah Harari”. Times Higher Education (THE). 13 October 2016. Retrieved 2017-04-05.
  11. Jump up^ http://www.companhiadasletras.com.br/detalhe.php?codigo=14083

External links

https://en.wikipedia.org/wiki/Homo_Deus:_A_Brief_History_of_Tomorrow

Ex Machina (film)

From Wikipedia, the free encyclopedia
Ex Machina
Ex-machina-uk-poster.jpg

British theatrical release poster
Directed by Alex Garland
Produced by
Written by Alex Garland
Starring
Music by
Cinematography Rob Hardy
Edited by Mark Day
Production
company
Distributed by Universal Pictures
Release date
  • 16 December 2014(BFI Southbank)
  • 21 January 2015(United Kingdom)
  • 10 April 2015(United States)
Running time
108 minutes[1]
Country
Language English
Budget $15 million[4]
Box office $36.9 million[5]

Ex Machina (stylized as ex_machina or EX_MACHINA) is a 2015 independent science fiction psychological thriller film written and directed by Alex Garland (in his directorial debut) and stars Domhnall Gleeson, Oscar Isaac and Alicia Vikander. The film follows a programmer who is invited by his CEO to administer the Turing test to an intelligent humanoid robot.

Made on a budget of $15 million, the film grossed $36 million worldwide and received critical acclaim. The National Board of Review recognized it as one of the ten best independent films of the year and the 88th Academy Awards honored the film with the Academy Award for Best Visual Effects, for artists Andrew Whitehurst, Paul Norris, Mark Williams Ardingtonand Sara Bennett. Garland was also nominated for the Academy Award for Best Original Screenplay, while Vikander’s acclaimed performance earned her BAFTA Award, Golden Globe Award, Empire Award and Saturn Award nominations, plus several film critic award wins, for Best Supporting Actress. The film was further nominated for the BAFTA Award for Best British Film, and the Hugo Award in the category Best Dramatic Presentation – Long Form.

Plot

Programmer Caleb Smith, who works for the dominant search engine company Blue Book, wins an office contest for a one-week visit to the luxurious, isolated home of the CEO, Nathan Bateman. The only other person there is Nathan’s servant Kyoko, who, according to Nathan, does not speak English. Nathan has built a humanoid robot named Ava withartificial intelligence. Ava has already passed a simple Turing test; Nathan wants Caleb to judge whether Ava is genuinely capable of thought and consciousness, and whether he can relate to Ava despite knowing she is artificial.

Ava has a robotic body but a human-looking face, and is confined to her apartment. During their talks, Caleb grows close to her, and she expresses a romantic interest in him and a desire to experience the world outside. She can trigger power outages that temporarily shut down the surveillance system which Nathan uses to monitor their interactions, allowing them to speak privately. The power outages also trigger the building’s security system, locking all the doors. During one outage, Ava tells Caleb that Nathan is a liar who cannot be trusted.

Caleb grows uncomfortable with Nathan’s narcissism, excessive drinking, and crude behaviour towards Kyoko and Ava. He learns that Nathan intends to upgrade Ava, “killing” her current personality in the process. After Nathan drinks until he passes out, Caleb steals his security card to access his room and computer. After he alters some of Nathan’s code, he discovers footage of Nathan interacting with previous android models in disturbing ways, and learns that Kyoko is also an android. Suspicious that he may also be an android, Caleb cuts his arm open to examine his flesh.

At their next meeting, Ava cuts the power. Caleb explains what Nathan is going to do and Ava begs him to help her. They form a plan: Caleb will get Nathan drunk again and reprogram the security system to open the doors in a power failure instead of locking them. When Ava cuts the power, she and Caleb will leave together.

Nathan reveals to Caleb that he has been observing Caleb and Ava’s secret conversations with a battery-powered camera. He says Ava has only pretended to like Caleb so he would help her escape; this, he says, was the real test all along, and by manipulating Caleb so successfully, Ava has demonstrated true intelligence. Ava cuts the power. Caleb reveals that he knew Nathan was watching them, and modified the security system when Nathan was passed out the previous day. After seeing Ava leave her confinement, Nathan knocks Caleb unconscious and rushes to stop her.

With help from Kyoko, Ava kills Nathan, but in the process Nathan destroys Kyoko and damages Ava. Ava repairs herself with parts from earlier androids, using their artificial skin to take on the full appearance of a human woman. She leaves Caleb trapped inside the facility, ignoring his screams, and escapes to the outside world in the helicopter meant to take Caleb home.

Cast

Production

The foundation for Ex Machina was laid when Garland was 11 or 12 years old, after he had done some basic coding and experimentation on a computer his parents had bought him and which he sometimes felt had a mind of its own.[6] His later ideas came from years of discussions he had been having with a friend with an expertise in neuroscience, who claimed machines could never become sentient. Trying to find an answer on his own he started reading books on the topic. During the pre-production of Dredd, while going through a book by Murray Shanahan about consciousness and embodiment, Garland had an “epiphany.” The idea was written down and put aside till later.[7] Shanahan, along with Adam Rutherford, became a consultant for the film, and the ISBN of his book is referred to as an easter egg in the film.[8][9] Other inspirations came from films like Stanley Kubrick‘s 2001: A Space Odyssey, Altered States, and books written by Ludwig Wittgenstein, Ray Kurzweil and others.[10] Wanting total creative freedom, without having to add conventional action sequences, he made the film on as small a budget as possible.[11]

The film was shot as ordinary live action. During filming, there were no special effects, greenscreen, or tracking markers used. All effects were done in post-production. To create Ava’s robotic features, scenes were filmed both with and without actress Alicia Vikander’s presence, which allowed capturing the background behind her. The parts necessary to keep, especially her hands and face, were then rotoscoped while the rest was digitally painted out, and the background behind her restored. Camera and body tracking systems transferred Vikander’s performance to the CGI robot’s movements. In total, there were about 800 VFX shots, of which 350 or so were “robot” shots.[12][13] Other visual effects included Ava’s clothes when shown through the transparent areas of her body, Nathan’s blood after being stabbed, and the interior of the artificial brains.[14][15][16]

Filming

Principal photography began on 15 July 2013[17] and was shot over four weeks at Pinewood Studios and two weeks at Juvet Landscape Hotel in Valldalen, Norway.[18] It was filmed in digital at 4K resolution.[19] 15,000 mini-tungsten pea bulb lights were installed into the sets to avoid the fluorescent light often used in science fiction films.[20]

The opening office scene is filmed at the Bloomberg Head Office in Finsbury Square, London.

Music

The musical score for Ex Machina was composed by Ben Salisbury and Geoff Barrow, who previously worked with Garland on Dredd (2012).[21] A soundtrack album was released digitally on 20 January 2015, with an LP andCompact Disc UK release in February 2015 by Invada Records.[22] Additional songs featured in the film include:[23]

The theme song from the film Ghostbusters is listed in the end titles with the credit, “words and music by Ray Erskine Publishing Limited,” although only its refrain is spoken by the character Nathan in conversation.

Release

Universal Pictures released Ex Machina in the United Kingdom on 21 January 2015,[24] following a preview screening at the BFI Southbank on 16 December 2014 as part of the BFI‘s Sci-Fi: Days of Fear and Wonder season.[25]

However, Universal and Focus Features refused to release the film in the United States, so A24 jumped on board for the United States release.[26] The film screened on 14 March 2015 at the South by Southwest festival prior to a theatrical release in the United States on 10 April 2015 by A24.[27][28]

Marketing

Using the dating app Tinder, a profile was created for Ava with the image of Alicia Vikander.[29] At the South by Southwest Festival where the film was screened, “Ava” was matched with other Tinder users, wherein a text conversation occurred that led users to the Instagram handle promoting the film. According to Brent Lang, when compared with similar films released in the same year, Ex Machina catered to young audiences.[30]

Critical reception

Ex Machina received critical acclaim for its acting, atmosphere, visual effects, score and Garland’s writing and direction. On website Rotten Tomatoes, the film has a rating of 93%, based on 227 reviews, with a rating average of 8/10. The site’s critical consensus reads: “Ex Machina leans heavier on ideas than effects, but it’s still a visually polished piece of work—and an uncommonly engaging sci-fi feature.”[31] On Metacritic, the film has a score of 78 out of 100, based on 42 critics, indicating “generally favorable reviews”.[32]

The magazine New Scientist in a multi-page review said, “It is a rare thing to see a movie about science that takes no prisoners intellectually … [it] is a stylish, spare and cerebral psycho-techno thriller, which gives a much needed shot in the arm for smart science fiction.”[33] The New York Times critic Manohla Dargis gave the film a ‘Critic’s Pick’, calling it “a smart, sleek movie about men and the machines they make”.[34] Kenneth Turan of the Los Angeles Times recommended the film, stating: “Shrewdly imagined and persuasively made, ‘Ex Machina’ is a spooky piece of speculative fiction that’s completely plausible, capable of both thinking big thoughts and providing pulp thrills.”[35] Steven Rea, Philadelphia Inquirer film critic, gave the film 4 out of 4 stars, writing: “Like stage actors who live and breathe their roles over the course of months, Isaac, Gleeson, and Vikander excel, and cast a spell.”[36]

Matt Zoller Seitz from RogerEbert.com praised the use of ideas, ideals, and exploring society’s male and female roles, through the use of an artificial intelligence. He also stated that the tight scripting and scenes allowed the film to move towards a fully justified and predictable end. He gave a rating of 4 out of 4 stars, stating that this film would be a classic.[37] IGN reviewer Chris Tilly gave the film a 9.0 out of 10 ‘Amazing’ score, saying “Anchored by three dazzling central performances, it’s a stunning directorial debut from Alex Garland that’s essential viewing for anyone with even a passing interest in where technology is taking us.”[38]

Mike Scott, writing for the New Orleans Times-Picayune, said, “It’s a theme Mary Shelley brought us in Frankenstein, which was first published in 1818. That was almost 200 years ago. And while Ex Machina replaces the stitches and neck bolts with gears and fiber-optics, it all feels an awful lot like the same story.”[39] Jaime Perales Contreras, writing for Letras Libres, compared Ex Machina as a gothic experience similar to a modern version ofFrankenstein, saying “both the novel Frankenstein and the movie Ex Machina share the history of a fallible god in a continuous battle against his creation.”[40] Ignatiy Vishnevetsky of The A.V. Club criticized the way the sci-fi, near the end, veered off course from being a “film of ideas” by “taking an arbitrary left turn into the territory of corny slasher thrillers”: “While Ex Machina’s ending isn’t unmotivated […], it does fracture much of what’s special about the movie. Up until the final scenes, Garland creates and sustains a credible atmosphere of unease and scientific speculation, defined by color-coded production design […] and a tiny, capable cast.”[41] Steve Dalton fromThe Hollywood Reporter stated, “The story ends in a muddled rush, leaving many unanswered questions. Like a newly launched high-end smartphone, Ex Machina looks cool and sleek, but ultimately proves flimsy and underpowered. Still, for dystopian future-shock fans who can look beyond its basic design flaws, Garland’s feature debut functions just fine as superior pulp sci-fi.”[42]

Accolades

Awards
Award Category Recipients and nominees Result
Academy Awards[43]
Best Original Screenplay Alex Garland Nominated
Best Visual Effects Andrew Whitehurst, Paul Norris, Mark Williams Ardington and Sara Bennett Won
ADG Excellence in Production Design Award Excellence in Production Design for a Contemporary Film Mark Digby Nominated
Austin Film Critics Association Best Original Screenplay Alex Garland Nominated
Best First Film Won
Best Supporting Actor Oscar Isaac Nominated
Best Supporting Actress Alicia Vikander Won
Breakthrough Artist Nominated
Boston Society of Film Critics Best New Filmmaker Alex Garland Won
Broadcast Film Critics Association Best Original Screenplay Nominated
Best Sci-Fi/Horror Movie Won
Best Visual Effects Nominated
British Academy Film Awards Best Actress in a Supporting Role Alicia Vikander Nominated
Best Original Screenplay Alex Garland Nominated
Outstanding Debut by a British Writer, Director or Producer Nominated
Outstanding British Film Alex Garland, Andrew Macdonald and Allon Reich Nominated
Best Special Visual Effects Mark Ardington, Sara Bennett, Paul Norris and Andrew Whitehurst Nominated
British Independent Film Awards Best British Independent Film Won
Best Director of a British Independent Film Alex Garland Won
Best Screenplay Won
Outstanding Achievement in Craft Mark Digby – Production Design Nominated
Andrew Whitehurst – Visual Effects Won
British Society of Cinematographers Best Cinematography in a Feature Film Rob Hardy Nominated
Central Ohio Film Critics Association Best Picture Nominated
Actor of the Year Domhnall Gleeson Runner-up
Alicia Vikander Won
Breakthrough Film Artist Won
Best Supporting Actress Won
Best Supporting Actor Oscar Isaac Runner-up
Best Original Screenplay Alex Garland Nominated
Best Ensemble Domhnall Gleeson, Alicia Vikander, Oscar Isaac and Sonoya Mizuno Nominated
Chicago Film Critics Association Best Original Screenplay Alex Garland Nominated
Most Promising Filmmaker Won
Best Supporting Actress Alicia Vikander Won
Costume Designers Guild Awards Excellence in Fantasy Film Sammy Sheldon Differ Nominated
Dallas–Fort Worth Film Critics Association Best Supporting Actress Alicia Vikander Runner-up
Directors Guild of America Award Outstanding Directing – First-Time Feature Film Alex Garland Won
Empire Awards Best Actress Alicia Vikander Nominated
Golden Globe Award Best Supporting Actress – Motion Picture Nominated
Hugo Award Best Dramatic Presentation – Long Form Alex Garland Nominated
Irish Film and Television Awards Best Actor in a Lead Role – Film Domhnall Gleeson Nominated
Best International Film Nominated
London Film Critics’ Circle Supporting Actor of the Year Oscar Isaac Nominated
Supporting Actress of the Year Alicia Vikander Nominated
Breakthrough British/Irish Filmmaker Alex Garland Nominated
Technical Achievement Award Andrew Whitehurst Nominated
MTV Movie Awards Best Female Performance Alicia Vikander Nominated
National Board of Review Top 10 Independent Films Won
Online Film Critics Society Best Supporting Actor Oscar Isaac Won
Producers Guild of America Award Best Theatrical Motion Picture Nominated
San Diego Film Critics Society Best Film Runner-up
Best Actress Alicia Vikander Nominated
Breakthrough Artist Runner-up
Body of Work (including other features) Won
Best Supporting Actor Oscar Isaac Runner-up
Best Original Screenplay Alex Garland Nominated
Best Production Design Mark Digby Nominated
Best Sound Design Nominated
Best Visual Effects Nominated
Saturn Award[44][45] Best Science Fiction Film Nominated
Best Director Alex Garland Nominated
Best Writing Nominated
Best Actor Domhnall Gleeson Nominated
Best Supporting Actress Alicia Vikander Nominated
Best Special Effects Mark Williams Ardington, Sara Bennett, Paul Norris, and Andrew Whitehurst Nominated
Toronto Film Critics Association Best First Feature Alex Garland Won
Best Supporting Actress Alicia Vikander Won

See also

https://en.wikipedia.org/wiki/Ex_Machina_(film)

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Dr. Barry Sears — The Anti-Inflammation Zone — Inflammation Will Kill You — Videos

Posted on May 20, 2017. Filed under: Biology, Blogroll, Books, Chemistry, Communications, Diet, Documentary, Exercise, Family, Health, Health Care, media, Medical, Medicine, Non-Fiction, People, Philosophy, Photos, Raves, Science, Sleep, Stress Reduction, Video, Welfare, Wisdom, Work, Writing | Tags: , , , |

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Dr. Barry Sears – Silent Inflammation

A Day in the Anti-Inflammation Zone

The Zone Diet and Inflammation

Dr. Barry Sears – The Zone Diet and Weight Loss

Dr. Barry Sears – Getting Started on the Zone Diet

Dr. Barry Sears – The Wellness Pyramid

Dr. Barry Sears – Fish Oil

Dr. Barry Sears – What is the Zone?

2016 Fat Summit, featuring Dr. Barry Sears with Dr. Mark Hyman

The Truth about Fat Loss Summit, with Dr. Sears & Jonny Bowden

How many calories do I need?

Is Detoxing OK?

Is coffee healthy?

Benefits of Vinegar

The debate over cholesterol levels

Taking Aspirin with Fish Oil

Omega-3’s and Athletes: Zone Diet by the Numbers

How high dose fish oil works

Different types of fish oil

Difference between Fish oil and Krill oil

ADD and Omega RX Fish Oil

When is the Best Time to Take Fish Oil?

Fats and the Brain

Polyphenols and how they work

Potassium levels in the Zone diet

The Benefits of Niacin

Sleep deprivation and Alzheimers disease

Is the Japanese diet better than the Paleo diet?

Okinawan Longevity and Health

Is Diet Soda Bad For You?

When is the best time of the day to exercise?

Palm oil and Coconut oil

Olive Oil vs Butter on Bread

What makes good Olive Oil?

How do Polyphenols react with the blood?

Why do diet drinks make people fat?

How much fish oil should I take? Benefits of fish oil

Reversing arterial plaque

What else should I be taking?

Dose Deception: Why Taking 1 or 2 Omega-3 Capsules Is Not Enough to Produce Results

How Much Fish Oil Per Day To Be Given For Good Health

Food and Hormonal Response: Treating Food As a Drug

How To Eat In The Zone: Following The Zone Diet

Athletes In The Zone: “Does It Work?”

Amazing Stories: Zone Diet and Health

What Should Athletes Eat During Training?

How Should an Athlete Eat?

How Should Athletes Re-Fuel During Competition?

Is A High Carbohydrate Diet Good for Athletes?

Omega-3’s and Athletes: Zone Diet by the Numbers

Do Increased Insulin Level Decrease Athletic Performance?

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Huge Hacker Holdup — Cyber extortion Attack — NSA Ransom War — Running Sacred — Crying — It’s Over — Videos

Posted on May 13, 2017. Filed under: American History, Blogroll, Communications, Computers, Corruption, Crime, Data, Data Storage, Defense Intelligence Agency (DIA), Documentary, Education, European History, Federal Bureau of Investigation (FBI), Federal Government, government spending, history, Law, liberty, Life, Links, media, Money, National Security Agency (NSA), National Security Agency (NSA_, Newspapers, People, Philosophy, Photos, Police, Radio, Rants, Raves, Raymond Thomas Pronk, Security, Television, Video, Wealth, Welfare, Wisdom, Work, Writing | Tags: , , , , , , , , , , , , , , , , |

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Cyber Attack: Ransomware causing chaos globally – BBC News

Ransomware virus ‘WannaCry’ plagues 100k computers across 99 countries

Ransomware attack takes down LA hospital for hours

WannaCry Ransomware Hits Hospitals

WannaCry Ransomware Used In Global Attacks!

WATCH: Ransomware cyberattack targets Windows users around the world

BREAKING***100 Countries Massive Global Ransomware Attack Used NSA Hacking Tool

What is ransomware and how can I protect myself?

How Ransomware Locks Your PC & Holds Your Data Hostage

Massive Ransomware Outbreak Thanks to NSA – WannaCry Worm Spreading Fast

Ransomware As Fast As Possible

The Truth About Ransomware – Webinar

What is Ransomware, How it Works and What You Can Do to Stay Protected

NSA Whistleblower Bill Binney on Tucker Carlson 03.24.2017

NSA Whistleblower William Binney: The Future of FREEDOM

ROY ORBISON – CRYING – LIVE 1988

Roy Orbison – “Running Scared” from Black and White Night

Roy Orbison – Crying (Monument Concert 1965)

Roy Orbison – It’s Over (Monument Concert 1965)

Roy Orbison – “It’s Over” from Black and White Night

Dozens of countries hit by huge cyberextortion attack

NEW YORK (AP) — Dozens of countries were hit with a huge cyberextortion attack Friday that locked up computers and held users’ files for ransom at a multitude of hospitals, companies and government agencies.

It was believed to the biggest attack of its kind ever recorded.

The malicious software behind the onslaught appeared to exploit a vulnerability in Microsoft Windows that was supposedly identified by the National Security Agency for its own intelligence-gathering purposes and was later leaked to the internet.

Britain’s national health service fell victim, its hospitals forced to close wards and emergency rooms and turn away patients. Russia appeared to be the hardest hit, according to security experts, with the country’s Interior Ministry confirming it was struck.

All told, several cybersecurity firms said they had identified the malicious software, which so far has been responsible for tens of thousands of attacks, in more than 60 countries. That includes the United States, although its effects there didn’t appear to be widespread, at least initially.

The attack infected computers with what is known as “ransomware” — software that locks up the user’s data and flashes a message demanding payment to release it. In the U.S., FedEx reported that its Windows computers were “experiencing interference” from malware, but wouldn’t say if it had been hit by ransomware.

Mikko Hypponen, chief research officer at the Helsinki-based cybersecurity company F-Secure, called the attack “the biggest ransomware outbreak in history.”

Security experts said the attack appeared to be caused by a self-replicating piece of software that enters companies and organizations when employees click on email attachments, then spreads quickly internally from computer to computer when employees share documents and other files.

Its ransom demands start at $300 and increase after two hours to $400, $500 and then $600, said Kurt Baumgartner, a security researcher at Kaspersky Lab. Affected users can restore their files from backups, if they have them, or pay the ransom; otherwise they risk losing their data entirely.

Chris Wysopal of the software security firm Veracode said criminal organizations were probably behind the attack, given how quickly the malware spread.

“For so many organizations in the same day to be hit, this is unprecedented,” he said.

The security holes it exploits were disclosed several weeks ago by TheShadowBrokers, a mysterious group that has published what it says are hacking tools used by the NSA as part of its intelligence-gathering.

Shortly after that disclosure, Microsoft announced that it had already issued software “patches” for those holes. But many companies and individuals haven’t installed the fixes yet or are using older versions of Windows that Microsoft no longer supports and didn’t fix.

By Kaspersky Lab’s count, the malware struck at least 74 countries. In addition to Russia, the biggest targets appeared to be Ukraine and India, nations where it is common to find older, unpatched versions of Windows in use, according to the security firm.

Hospitals across Britain found themselves without access to their computers or phone systems. Many canceled all routine procedures and asked patients not to come to the hospital unless it was an emergency. Doctors’ practices and pharmacies reported similar problems.

Patrick Ward, a 47-year-old sales director, said his heart operation, scheduled for Friday, was canceled at St. Bartholomew’s Hospital in London.

Tom Griffiths, who was at the hospital for chemotherapy, said several cancer patients had to be sent home because their records or bloodwork couldn’t be accessed.

“Both staff and patients were frankly pretty appalled that somebody, whoever they are, for commercial gain or otherwise, would attack a health care organization,” he said. “It’s stressful enough for someone going through recovery or treatment for cancer.”

British Prime Minister Theresa May said there was no evidence patient data had been compromised and added that the attack had not specifically targeted the National Health Service.

“It’s an international attack and a number of countries and organizations have been affected,” she said.

Spain, meanwhile, took steps to protect critical infrastructure in response to the attack. Authorities said they were communicating with more than 100 energy, transportation, telecommunications and financial services providers about the attack.

Spain’s Telefonica, a global broadband and telecommunications company, was among the companies hit.

Ransomware attacks are on the rise around the world. In 2016, Hollywood Presbyterian Medical Center in California said it had paid a $17,000 ransom to regain control of its computers from hackers.

Krishna Chinthapalli, a doctor at Britain’s National Hospital for Neurology & Neurosurgery who wrote a paper on cybersecurity for the British Medical Journal, warned that British hospitals’ old operating systems and confidential patient information made them an ideal target for blackmailers.

He said many NHS hospitals in Britain use Windows XP software, introduced in 2001, and as government funding for the health service has been squeezed, “IT budgets are often one of the first ones to be reduced.”

“Looking at the trends, it was going to happen,” he said. “I did not expect an attack on this scale. That was a shock.

https://apnews.com/e8402f2faf934f7ab5419d4961d3dafe/Global-extortion-cyberattack-hits-dozens-of-nations

Global ‘WannaCry’ ransomware cyberattack seeks cash for data

LONDON (AP) — A global “ransomware” cyberattack, unprecedented in scale, had technicians scrambling to restore Britain’s crippled hospital network Saturday and secure the computers that run factories, banks, government agencies and transport systems in many other nations.

The worldwide effort to extort cash from computer users spread so widely that Microsoft quickly changed its policy, making security fixes available for free for the older Windows systems still used by millions of individuals and smaller businesses.

A malware tracking map showed “WannaCry” infections popping up around the world. Britain canceled or delayed treatments for thousands of patients, even people with cancer. Train systems were hit in Germany and Russia, and phone companies in Madrid and Moscow. Renault’s futuristic assembly line in Slovenia, where rows of robots weld car bodies together, was stopped cold.

In Brazil, the social security system had to disconnect its computers and cancel public access. The state-owned oil company Petrobras and Brazil’s Foreign Ministry also disconnected computers as a precautionary measure, and court systems went down, too.

Britain’s home secretary said one in five of 248 National Health Service groups had been hit. Home Secretary Amber Rudd said all but six of the NHS trusts back to normal Saturday.

The U.K.’s National Cyber Security Center was “working round the clock” to restore vital health services, while urging people to update security software fixes, run anti-virus software and back up their data elsewhere.

Who perpetrated this wave of attacks remains unknown. Two security firms — Kaspersky Lab and Avast — said they identified the malicious software in more than 70 countries. Both said Russia was hit hardest.

These hackers “have caused enormous amounts of disruption— probably the biggest ransomware cyberattack in history,” said Graham Cluley, a veteran of the anti-virus industry in Oxford, England.

And all this may be just a taste of what’s coming, another cyber security expert warned.

Computer users worldwide — and everyone else who depends on them — should assume that the next big “ransomware” attack has already been launched, and just hasn’t manifested itself yet, Ori Eisen, who founded the Trusona cybersecurity firm in Scottsdale, Arizona, told The Associated Press.

The attack held hospitals and other entities hostage by freezing computers, encrypting data and demanding money through online bitcoin payments. But it appears to be “low-level” stuff, Eisen said Saturday, given the amount of ransom demanded — $300 at first, rising to $600 before it destroys files hours later.

He said the same thing could be done to crucial infrastructure, like nuclear power plants, dams or railway systems.

“This is child’s play, what happened. This is not the serious stuff yet. What if the same thing happened to 10 nuclear power plants, and they would shut down all the electricity to the grid? What if the same exact thing happened to a water dam or to a bridge?” he asked.

“Today, it happened to 10,000 computers,” Eisen said. “There’s no barrier to do it tomorrow to 100 million computers.”

This is already believed to be the biggest online extortion attack ever recorded, disrupting services in nations as diverse as the U.S., Ukraine, Brazil, Spain and India. Europol, the European Union’s police agency, said the onslaught was at “an unprecedented level and will require a complex international investigation to identify the culprits.”

In Russia, government agencies insisted that all attacks had been resolved. Russian Interior Ministry, which runs the national police, said the problem had been “localized” with no information compromised. Russia’s health ministry said its attacks were “effectively repelled.”

The ransomware exploits a vulnerability in Microsoft Windows that was purportedly identified by the U.S. National Security Agency for its own intelligence-gathering purposes. Hackers said they stole the tools from the NSA and dumped them on the internet.

It could have been much worse if not for a young cybersecurity researcher who helped to halt its spread by accidentally activating a so-called “kill switch” in the malicious software.

The 22-year-old Britain-based researcher, identified online only as MalwareTech, explained Saturday that he spotted a hidden web address in the “WannaCrypt” code and made it official by registering its domain name. That inexpensive move redirected the attacks to MalwareTech’s server, which operates as a “sinkhole” to keep malware from escaping.

“Because WannaCrypt used a single hardcoded domain, my registration of it caused all infections globally to believe they were inside a sandbox … thus we initially unintentionally prevented the spread,” the researcher said, humbly and anonymously, in his blog post.

His move may have saved governments and companies millions of dollars and slowed the outbreak before U.S.-based computers were more widely infected.

Indeed, while FedEx Corp. reported that its Windows computers were “experiencing interference” from malware — it wouldn’t say if it had been hit by the ransomware — other impacts in the U.S. were not readily apparent on Saturday.

That said, the threat hasn’t disappeared, the MalwareTech researcher said.

“One thing that is very important to note is our sinkholing only stops this sample and there is nothing stopping them removing the domain check and trying again, so it’s incredibly important that any unpatched systems are patched as quickly as possible,” he warned.

The kill switch also couldn’t help those already infected. Short of paying, options for these individuals and companies are usually limited to recovering data files from a backup, if available, or living without them.

Security experts said it appeared to be caused by a self-replicating piece of software that enters companies when employees click on email attachments, then spreads quickly as employees share documents.

The security holes it exploits were disclosed weeks ago by TheShadowBrokers, a mysterious hacking group. Microsoft swiftly released software “patches” to fix those holes, but many users still haven’t installed updates or still use older versions of Windows.

Microsoft had made fixes for older systems, such as 2001′s Windows XP, available only to mostly larger organizations, including Britain’s National Health Service, that paid extra for extended technical support. In light of Friday’s attacks, Microsoft announced that it’s making the fixes free to all.

Cluley said “There’s clearly some culpability on the part of the U.S. intelligence services. Because they could have done something ages ago to get this problem fixed, and they didn’t do it.”

“It’s very, very difficult these days, with encryption, to spy on people,” Cluley added. “But I don’t think that those concerns should hide the fact that ALL of us need to be protected … We’re living an online life, and we all deserve security there.”

https://apnews.com/770946e7df454d2e9acda3bdbd3ed425/Unprecedented-global-‘ransomware’-attack-seeks-cash-for-data

Ransomware

From Wikipedia, the free encyclopedia

Ransomware is a type of malicious software designed to block access to a computer system or data until a ransom is paid. Simple ransomware may lock the system in a way which is not difficult for a knowledgeable person to reverse, and display a message requesting payment to unlock it. More advanced malware encrypts the victim’s files, making them inaccessible, and demands a ransom payment to decrypt them.[1] The ransomware may also encrypt the computer’s Master File Table (MFT)[2][3] or the entire hard drive.[4] Thus, ransomware is a denial-of-access attack that prevents computer users from accessing files[5] since it is intractable to decrypt the files without the decryption key. Ransomware attacks are typically carried out using a Trojan that has a payload disguised as a legitimate file.

While initially popular in Russia, the use of ransomware scams has grown internationally;[6][7][8] in June 2013, security software vendor McAfee released data showing that it had collected over 250,000 unique samples of ransomware in the first quarter of 2013, more than double the number it had obtained in the first quarter of 2012.[9] Wide-ranging attacks involving encryption-based ransomware began to increase through Trojans such as CryptoLocker, which had procured an estimated US$3 million before it was taken down by authorities,[10] and CryptoWall, which was estimated by the US Federal Bureau of Investigation (FBI) to have accrued over $18m by June 2015.[11]

Operation

Typically, modern ransomware uses encryption to deny users’ access to their files. The software encrypts the victim’s files using a symmetric cipher with a randomly generated key, and then deletes the key, leaving only a version of it made inaccessible to the victim using public key cryptography. Only the attacker can then decrypt the symmetric key needed to restore the files.[12]

The symmetric key is randomly generated and will not assist other victims. At no point is the attacker’s private key exposed to victims and the victim need only send a very small ciphertext (the encrypted symmetric-cipher key) to the attacker.

Ransomware attacks are typically carried out using a Trojan, entering a system through, for example, a downloaded file or a vulnerability in a network service. The program then runs a payload, which locks the system in some fashion, or claims to lock the system but does not (e.g., a scareware program). Payloads may display a fake warning purportedly by an entity such as a law enforcement agency, falsely claiming that the system has been used for illegal activities, contains content such as pornography and “pirated” media.[13][14][15]

Some payloads consist simply of an application designed to lock or restrict the system until payment is made, typically by setting the Windows Shell to itself,[16] or even modifying the master boot record and/or partition table to prevent the operating system from booting until it is repaired.[17] The most sophisticated payloads encrypt files, with many using strong encryption to encrypt the victim’s files in such a way that only the malware author has the needed decryption key.[12][18][19]

Payment is virtually always the goal, and the victim is coerced into paying for the ransomware to be removed—which may or may not actually occur—either by supplying a program that can decrypt the files, or by sending an unlock code that undoes the payload’s changes. A key element in making ransomware work for the attacker is a convenient payment system that is hard to trace. A range of such payment methods have been used, including wire transfers, premium-rate text messages,[20] pre-paid voucher services such as Paysafecard,[6][21][22] and the digital currency Bitcoin.[23][24][25] A 2016 census commissioned by Citrix revealed that larger business are holding bitcoin as contingency plans.[26]

History

Encrypting ransomware

The first known malware extortion attack, the “AIDS Trojan” written by Joseph Popp in 1989, had a design failure so severe it was not necessary to pay the extortionist at all. Its payload hid the files on the hard drive and encrypted only their names, and displayed a message claiming that the user’s license to use a certain piece of software had expired. The user was asked to pay US$189 to “PC Cyborg Corporation” in order to obtain a repair tool even though the decryption key could be extracted from the code of the Trojan. The Trojan was also known as “PC Cyborg”. Popp was declared mentally unfit to stand trial for his actions, but he promised to donate the profits from the malware to fund AIDS research.[27]

The notion of using public key cryptography for ransom attacks was introduced in 1996 by Adam L. Young and Moti Yung. Young and Yung critiqued the failed AIDS Information Trojan that relied on symmetric cryptography alone, the fatal flaw being that the decryption key could be extracted from the Trojan, and implemented an experimental proof-of-concept cryptovirus on a Macintosh SE/30 that used RSA and the Tiny Encryption Algorithm (TEA) to hybrid encrypt the victim’s data. Since public key crypto is used, the cryptovirus only contains the encryption key. The attacker keeps the corresponding private decryption key private. Young and Yung’s original experimental cryptovirus had the victim send the asymmetric ciphertext to the attacker who deciphers it and returns the symmetric decryption key it contains to the victim for a fee. Long before electronic money existed Young and Yung proposed that electronic money could be extorted through encryption as well, stating that “the virus writer can effectively hold all of the money ransom until half of it is given to him. Even if the e-money was previously encrypted by the user, it is of no use to the user if it gets encrypted by a cryptovirus”.[12] They referred to these attacks as being “cryptoviral extortion”, an overt attack that is part of a larger class of attacks in a field called cryptovirology, which encompasses both overt and covert attacks.[12]

Examples of extortionate ransomware became prominent in May 2005.[28] By mid-2006, Trojans such as Gpcode, TROJ.RANSOM.A, Archiveus, Krotten, Cryzip, and MayArchive began utilizing more sophisticated RSA encryption schemes, with ever-increasing key-sizes. Gpcode.AG, which was detected in June 2006, was encrypted with a 660-bit RSA public key.[29] In June 2008, a variant known as Gpcode.AK was detected. Using a 1024-bit RSA key, it was believed large enough to be computationally infeasible to break without a concerted distributed effort.[30][31][32][33]

Encrypting ransomware returned to prominence in late 2013 with the propagation of CryptoLocker—using the Bitcoin digital currency platform to collect ransom money. In December 2013, ZDNet estimated based on Bitcoin transaction information that between 15 October and 18 December, the operators of CryptoLocker had procured about US$27 million from infected users.[34] The CryptoLocker technique was widely copied in the months following, including CryptoLocker 2.0 (though not to be related to CryptoLocker), CryptoDefense (which initially contained a major design flaw that stored the private key on the infected system in a user-retrievable location, due to its use of Windows’ built-in encryption APIs),[24][35][36][37] and the August 2014 discovery of a Trojan specifically targeting network-attached storage devices produced by Synology.[38] In January 2015, it was reported that ransomware-styled attacks have occurred against individual websites via hacking, and through ransomware designed to target Linux-based web servers.[39][40][41]

Some ransomware strains have used proxies tied to Tor hidden services to connect to their command and control servers, increasing the difficulty of tracing the exact location of the criminals.[42][43] Furthermore, dark web vendors have increasingly started to offer the technology as a service.[43][44][45]

Symantec has classified ransomware to be the most dangerous cyber threat.[46]

Non-encrypting ransomware

In August 2010, Russian authorities arrested nine individuals connected to a ransomware Trojan known as WinLock. Unlike the previous Gpcode Trojan, WinLock did not use encryption. Instead, WinLock trivially restricted access to the system by displaying pornographic images, and asked users to send a premium-rate SMS (costing around US$10) to receive a code that could be used to unlock their machines. The scam hit numerous users across Russia and neighboring countries—reportedly earning the group over US$16 million.[15][47]

In 2011, a ransomware Trojan surfaced that imitated the Windows Product Activation notice, and informed users that a system’s Windows installation had to be re-activated due to “[being a] victim of fraud”. An online activation option was offered (like the actual Windows activation process), but was unavailable, requiring the user to call one of six international numbers to input a 6-digit code. While the malware claimed that this call would be free, it was routed through a rogue operator in a country with high international phone rates, who placed the call on hold, causing the user to incur large international long distance charges.[13]

In February 2013, a ransomware Trojan based on the Stamp.EK exploit kit surfaced; the malware was distributed via sites hosted on the project hosting services SourceForge and GitHub that claimed to offer “fake nude pics” of celebrities.[48] In July 2013, an OS X-specific ransomware Trojan surfaced, which displays a web page that accuses the user of downloading pornography. Unlike its Windows-based counterparts, it does not block the entire computer, but simply exploits the behavior of the web browser itself to frustrate attempts to close the page through normal means.[49]

In July 2013, a 21-year-old man from Virginia, whose computer coincidentally did contain pornographic photographs of underaged girls with whom he had conducted sexualized communications, turned himself in to police after receiving and being deceived by ransomware purporting to be an FBI message accusing him of possessing child pornography. An investigation discovered the incriminating files, and the man was charged with child sexual abuse and possession of child pornography.[50]

Leakware (also called Doxware)

The converse of ransomware is a cryptovirology attack that threatens to publish stolen information from the victim’s computer system rather than deny the victim access to it.[51] In a leakware attack, malware exfiltrates sensitive host data either to the attacker or alternatively, to remote instances of the malware, and the attacker threatens to publish the victim’s data unless a ransom is paid. The attack was presented at West Point in 2003 and was summarized in the book Malicious Cryptography as follows, “The attack differs from the extortion attack in the following way. In the extortion attack, the victim is denied access to its own valuable information and has to pay to get it back, where in the attack that is presented here the victim retains access to the information but its disclosure is at the discretion of the computer virus”.[52] The attack is rooted in game theory and was originally dubbed “non-zero sum games and survivable malware”. The attack can yield monetary gain in cases where the malware acquires access to information that may damage the victim user or organization, e.g., reputational damage that could result from publishing proof that the attack itself was a success.

Mobile ransomware

With the increased popularity of ransomware on PC platforms, ransomware targeting mobile operating systems have also proliferated. Typically, mobile ransomware payloads are blockers, as there is little incentive to encrypt data since it can be easily restored via online synchronization.[53] Mobile ransomware typically targets the Android platform, as it allows applications to be installed from third-party sources.[53][54] The payload is typically distributed as an APK file installed by an unsuspecting user; it may attempt to display a blocking message over top of all other applications,[54] while another used a form of clickjacking to cause the user to give it “device administrator” privileges to achieve deeper access to the system.[55]

Different tactics have been used on iOS devices, such as exploiting iCloud accounts and using the Find My iPhone system to lock access to the device.[56] On iOS 10.3, Apple patched a bug in the handling of JavaScript pop-up windows in Safari that had been exploited by ransomware websites.[57]

Notable examples

Reveton

A Reveton payload, fraudulently claiming that the user must pay a fine to the Metropolitan Police Service

In 2012, a major ransomware Trojan known as Reveton began to spread. Based on the Citadel Trojan (which itself, is based on the Zeus Trojan), its payload displays a warning purportedly from a law enforcement agency claiming that the computer has been used for illegal activities, such as downloading unlicensed software or child pornography. Due to this behaviour, it is commonly referred to as the “Police Trojan”.[58][59][60] The warning informs the user that to unlock their system, they would have to pay a fine using a voucher from an anonymous prepaid cash service such as Ukash or Paysafecard. To increase the illusion that the computer is being tracked by law enforcement, the screen also displays the computer’s IP address, while some versions display footage from a victim’s webcam to give the illusion that the user is being recorded.[6][61]

Reveton initially began spreading in various European countries in early 2012.[6] Variants were localized with templates branded with the logos of different law enforcement organizations based on the user’s country; for example, variants used in the United Kingdom contained the branding of organizations such as the Metropolitan Police Service and the Police National E-Crime Unit. Another version contained the logo of the royalty collection society PRS for Music, which specifically accused the user of illegally downloading music.[62] In a statement warning the public about the malware, the Metropolitan Police clarified that they would never lock a computer in such a way as part of an investigation.[6][14]

In May 2012, Trend Micro threat researchers discovered templates for variations for the United States and Canada, suggesting that its authors may have been planning to target users in North America.[63] By August 2012, a new variant of Reveton began to spread in the United States, claiming to require the payment of a $200 fine to the FBI using a MoneyPak card.[7][8][61]In February 2013, a Russian citizen was arrested in Dubai by Spanish authorities for his connection to a crime ring that had been using Reveton; ten other individuals were arrested on money laundering charges.[64] In August 2014, Avast Software reported that it had found new variants of Reveton that also distribute password stealing malware as part of its payload.[65]

CryptoLocker

Encrypting ransomware reappeared in September 2013 with a Trojan known as CryptoLocker, which generated a 2048-bit RSA key pair and uploaded in turn to a command-and-control server, and used to encrypt files using a whitelist of specific file extensions. The malware threatened to delete the private key if a payment of Bitcoin or a pre-paid cash voucher was not made within 3 days of the infection. Due to the extremely large key size it uses, analysts and those affected by the Trojan considered CryptoLocker extremely difficult to repair.[23][66][67][68]Even after the deadline passed, the private key could still be obtained using an online tool, but the price would increase to 10 BTC—which cost approximately US$2300 as of November 2013.[69][70]

CryptoLocker was isolated by the seizure of the Gameover ZeuS botnet as part of Operation Tovar, as officially announced by the U.S. Department of Justice on 2 June 2014. The Department of Justice also publicly issued an indictment against the Russian hacker Evgeniy Bogachev for his alleged involvement in the botnet.[71][72] It was estimated that at least US$3 million was extorted with the malware before the shutdown.[10]

CryptoLocker.F and TorrentLocker

In September 2014, a wave of ransomware Trojans surfaced that first targeted users in Australia, under the names CryptoWall and CryptoLocker (which is, as with CryptoLocker 2.0, unrelated to the original CryptoLocker). The Trojans spread via fraudulent e-mails claiming to be failed parcel delivery notices from Australia Post; to evade detection by automatic e-mail scanners that follow all links on a page to scan for malware, this variant was designed to require users to visit a web page and enter a CAPTCHA code before the payload is actually downloaded, preventing such automated processes from being able to scan the payload. Symantec determined that these new variants, which it identified as CryptoLocker.F, were again, unrelated to the original CryptoLocker due to differences in their operation.[73][74] A notable victim of the Trojans was the Australian Broadcasting Corporation; live programming on its television news channel ABC News 24 was disrupted for half an hour and shifted to Melbourne studios due to a CryptoWall infection on computers at its Sydney studio.[75][76][77]

Another Trojan in this wave, TorrentLocker, initially contained a design flaw comparable to CryptoDefense; it used the same keystream for every infected computer, making the encryption trivial to overcome. However, this flaw was later fixed.[35] By late-November 2014, it was estimated that over 9,000 users had been infected by TorrentLocker in Australia alone, trailing only Turkey with 11,700 infections.[78]

CryptoWall

Another major ransomware Trojan targeting Windows, CryptoWall, first appeared in 2014. One strain of CryptoWall was distributed as part of a malvertising campaign on the Zedo ad network in late-September 2014 that targeted several major websites; the ads redirected to rogue websites that used browser plugin exploits to download the payload. A Barracuda Networks researcher also noted that the payload was signed with a digital signature in an effort to appear trustworthy to security software.[79] CryptoWall 3.0 used a payload written in JavaScript as part of an email attachment, which downloads executables disguised as JPG images. To further evade detection, the malware creates new instances of explorer.exe and svchost.exe to communicate with its servers. When encrypting files, the malware also deletes volume shadow copies, and installs spyware that steals passwords and Bitcoin wallets.[80]

The FBI reported in June 2015 that nearly 1,000 victims had contacted the bureau’s Internet Crime Complaint Center to report CryptoWall infections, and estimated losses of at least $18 million.[11]

The most recent version, CryptoWall 4.0, enhanced its code to avoid antivirus detection, and encrypts not only the data in files but also the file names.[81]

Fusob

Fusob is one of the major mobile ransomware families. Between April 2015 and March 2016, about 56 percent of accounted mobile ransomwares was Fusob.[82]

Like a typical mobile ransomware, it employs scare tactics to extort people to pay a ransom.[83] The program pretends to be an accusatory authority, demanding the victim to pay a fine from $100 to $200 USD or otherwise face a fictitious charge. Rather surprisingly, Fusob suggests using iTunes gift cards for payment. Also, a timer clicking down on the screen adds to the users’ anxiety as well.

In order to infect devices, Fusob masquerades as a pornographic video player. Thus, victims, thinking it is harmless, unwittingly download Fusob.[84]

When Fusob is installed, it first checks the language used in the device. If it uses Russian or certain Eastern European languages, Fusob does nothing. Otherwise, it proceeds on to lock the device and demand ransom. Among victims, about 40% of them are in Germany with the United Kingdom and the United States following with 14.5% and 11.4% respectively.

Fusob has lots in common with Small, which is another major family of mobile ransomware. They represented over 93% of mobile ransomwares between 2015 and 2016.

WannaCry

In May 2017, the WannaCry ransomware attack spread though the Internet, using an exploit vector that Microsoft had issued a “Critical” patch for (MS17-010) two months before on March 14, 2017. The ransomware attack infected over 75,000 users in over 99 countries, using 20 different languages to demand money from users. The attack affected Telefónica and several other large companies in Spain, as well as parts of the British National Health Service (NHS),[85] FedEx, Deutsche Bahn, as well as the Russian Interior Ministry and Russian telecom MegaFon.[86]

Mitigation

As with other forms of malware, security software might not detect a ransomware payload, or, especially in the case of encrypting payloads, only after encryption is under way or complete, particularly if a new version unknown to the protective software is distributed.[87] If an attack is suspected or detected in its early stages, it takes some time for encryption to take place; immediate removal of the malware (a relatively simple process) before it has completed would stop further damage to data, without salvaging any already lost.[88][89]

Alternately, new categories of security software, specifically deception technology, can detect ransomware without using a signature-based approach. Deception technology utilizes fake SMB shares which surround real IT assets. These fake SMB data shares deceive ransomware, tie the ransomware up encrypting these false SMB data shares, alert and notify cyber security teams which can then shut down the attack and return the organization to normal operations. There are multiple vendors[90] that support this capability with multiple announcements in 2016.[91]

Security experts have suggested precautionary measures for dealing with ransomware. Using software or other security policies to block known payloads from launching will help to prevent infection, but will not protect against all attacks. Keeping “offline” backups of data stored in locations inaccessible to the infected computer, such as external storage drives, prevents them from being accessed by the ransomware, thus accelerating data restoration.[23][92]

There are a number of tools intended specifically to decrypt files locked by ransomware, although successful recovery may not be possible.[2][93] If the same encryption key is used for all files, decryption tools use files for which there are both uncorrupted backups (plaintext in the jargon of cryptanalysis) and encrypted copies; recovery of the key, if it is possible, may take several days.[94]

See also

References

WannaCry ransomware attack

From Wikipedia, the free encyclopedia
WannaCry ransomware attack
Wana Decrypt0r screenshot.png

Screenshot of the ransom note left on an infected system
Date 12 May 2017 (ongoing)
Location Worldwide
Also known as WannaCrypt, WanaCrypt0r
Type Cyber-attack
Theme Ransomware encrypting hard disk with $300 demand
Cause EternalBlue exploit
Participants Unknown
Outcome More than 230,000 computers infected[1]

WannaCry, also known by the names WannaCrypt,[2] WanaCrypt0r 2.0,[3] Wanna Decryptor[4] and other similar names, is a ransomware program targeting Microsoft Windows. In May 2017, a large cyber-attack using it was launched, infecting over 230,000 computers in 99 countries, demanding ransom payments in bitcoin in 28 languages. The attack has been described by Europol as unprecedented in scale.[5]

The attack affected Telefónica and several other large companies in Spain, as well as parts of Britain’s National Health Service (NHS),[6] FedEx and Deutsche Bahn.[7][8][9] Other targets in at least 99 countries were also reported to have been attacked around the same time.[10][11]

WannaCry is believed to use the EternalBlue exploit, which was developed by the U.S. National Security Agency[12][13] to attack computers running Microsoft Windows operating systems.[3][14] Although a patch to remove the underlying vulnerability had been issued on 14 March 2017,[15] delays in applying security updates left some users and organisations vulnerable.[16] Microsoft has taken the unusual step of releasing updates for the unsupported Windows XP and Windows Server 2003 and patches for Windows 8 operating systems.[2][17]

A kill switch has been found in the code, which prevents new infections. This has been activated by researchers and should slow or stop the spread. However, different versions of the attack may be released and all vulnerable systems still have an urgent need to be patched.

Background

The purported infection vector, EternalBlue, was released by the hacker group The Shadow Brokers on 14 April 2017,[18][19] along with other tools apparently leaked from Equation Group, which is believed to be part of the United States National Security Agency.[20][21]

EternalBlue exploits vulnerability MS17-010[15] in Microsoft‘s implementation of the Server Message Block (SMB) protocol. Microsoft had released a “Critical” advisory, along with an update patch to plug the vulnerability a month before, on 14 March 2017.[15] This patch only fixed Windows Vista and later operating systems but not the older Windows XP.

Countries initially affected[22]

On 12 May 2017, WannaCry began affecting computers worldwide.[23] After gaining access to the computers, via local area network (LAN), an email attachment, or drive-by download, the ransomware encrypts the computer’s hard disk drive,[24][25] then attempts to exploit the SMB vulnerability to spread to random computers on the Internet,[26] and “laterally” between computers on the same LAN.[27] As with other modern ransomware, the payload displays a message informing the user that files have been encrypted, and demands a payment of $300 in bitcoin within three days.

The Windows vulnerability is not a zero-day flaw, but one for which Microsoft had made available a security patch on 14 March 2017,[15] nearly two months before the attack. The patch was to the Server Message Block (SMB) protocol used by Windows.[28] Organizations that lacked this security patch were affected for this reason, although there is so far no evidence that any were specifically targeted by the ransomware developers.[28] Any organization still running the older Windows XP[29] were at particularly high risk because until 13 May,[2] no security patches had been released since April 2014.[30] Following the attack, Microsoft released a security patch for Windows XP.[2]

According to Wired, affected systems will also have had the DOUBLEPULSAR backdoor installed; this will also need to be removed when systems are cleaned up.[31]

Impact

The ransomware campaign was unprecedented in scale according to Europol.[5] The attack affected many NHS hospitals in the UK.[32] On 12 May, some NHS services had to turn away non-critical emergencies, and some ambulances were diverted.[7][33] In 2016, thousands of computers in 42 separate NHS trusts in England were reported to be still running Windows XP.[29]Nissan Motor Manufacturing UK in Tyne and Wear, one of Europe‘s most productive car manufacturing plants, halted production after the ransomware infected some of their systems. Renault also stopped production at several sites in an attempt to stop the spread of the ransomware.[34][35]

List of affected organizations

Response

Several hours after the initial release of the ransomware on 12 May 2017, a “kill switch” hardcoded into the malware was discovered. This allowed the spread of the initial infection to be halted by registering a domain name.[52] However, the kill switch appears to be a coding mistake on the part of the criminals, and variants without the kill switch are expected to be created.[53][54]

Reactions

Upon learning about the impact on the NHS, Edward Snowden said that if the NSA “had privately disclosed the flaw used to attack hospitals when they found it, not when they lost it, [the attack] may not have happened”.[55]

British Prime Minister Theresa May said of the ransomware, “This is not targeted at the NHS. It is an international attack. A number of countries and organizations have been affected.”[56]

Microsoft has created security patches for its now-unsupported versions of Windows, including Windows XP, Windows 8 and Windows Server 2003.[57]

See also

___

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Sharyl Attkisson — Stonewalled — Videos

Posted on March 18, 2017. Filed under: American History, Blogroll, Books, Central Intelligence Agency (CIA), College, Computers, Computers, Documentary, Education, External Hard Drives, Faith, Family, Federal Bureau of Investigation (FBI), Federal Bureau of Investigation (FBI), Federal Government, government, government spending, history, Law, liberty, Links, Literacy, Mobile Phones, National Security Agency (NSA), National Security Agency (NSA_, Non-Fiction, Philosophy, Political Correctness, Politics, Presidential Candidates, Psychology, Rants, Raves, Raymond Thomas Pronk, Regulations, Security, Spying, Strategy, Success, Talk Radio, Technology, Terrorism, Video, War, Wealth, Weapons, Wisdom, Work, Writing | Tags: , , , , , , , , , , |

Image result for Sharyl Attkisson -- Stonewalled

Sharyl Attkisson: Presidents CAN authorize ILLEGAL surveillance and nobody would ever know!

Sharyl Attkisson Talks “Stonewalled”

Sharyl Attkisson: CBS Had Hidden Clip of Obama Contradicitng Himself on the 2012 Benghazi Attack

Malzberg | Sharyl Attkisson to discuss her new book “Stonewalled” | Part 1

[youtube-https://www.youtube.com/watch?v=OjAoVEhlrPc]

Malzberg | Sharyl Attkisson to discuss her new book “Stonewalled” | Part 2

Sharyl Attkisson: why she left CBS

 

Sharyl Attkisson

From Wikipedia, the free encyclopedia
Sharyl Attkisson
AttkissonB52.jpg

Attkisson on USAF B-52 in 1999, one of the first journalists to fly on a combat mission over Kosovo
Born January 26, 1961 (age 56)
Sarasota, Florida, United States
Education University of Florida
Occupation Writer, journalist, television correspondent
Website sharylattkisson.com

Sharyl Attkisson (born January 26, 1961)[1] is an American author and host of the weekly Sunday public affairs program Full Measure with Sharyl Attkisson, which airs on television stations operated by the Sinclair Broadcast Group.[2] She was formerly an investigative correspondent in the Washington bureau for CBS News. She had also substituted as anchor for the CBS Evening News. She resigned from CBS News on March 10, 2014 after 21 years with the network. Her book Stonewalled reached number 3 on New York Times e-book non-fiction best seller list in November 2014[3] and number 5 on The New York Times combined print and e-book non-fiction best-seller list the same week.[4]

Contents

 [show] 

Early life

Attkisson was born in 1961 in Sarasota, Florida.[5] Her step-father is an orthopedic surgeon, and her brother is an emergency room physician. Attkisson graduated from the University of Florida with a degree in broadcast journalism in 1982.[6]

Career

Attkisson began her broadcast journalism career in 1982, aged 22, as a reporter at WUFT-TV, the PBS station in Gainesville, Florida. She later worked as an anchor and reporter at WTVX-TV Fort Pierce/West Palm Beach, Florida from 1982–1985, WBNS-TV, the CBS affiliate in Columbus, Ohio from 1985–86, and WTVT Tampa, Florida (1986–1990).[7]

1990s

From 1990–1993, Attkisson was an anchor for CNN, and also served as a key anchor for CBS space exploration coverage in 1993.[8] Attkisson left CNN in 1993,[9] moving to CBS, where she anchored the television news broadcast CBS News Up to the Minute and became an investigative correspondent based in Washington, D.C.[7]

She served on the University of Florida‘s Journalism College Advisory Board (1993–1997) and was its chair in 1996.[7] The University gave her an Outstanding Achievement Award in 1997. From 1997 to 2003, Attkisson simultaneously hosted CBS News Up to the Minute and the PBS health-news magazine HealthWeek.[10]

2000s

Attkisson received an Investigative Reporters and Editors (I.R.E.) Finalist award for Dangerous Drugs in 2000.[11] In 2001, Attkisson received an Investigative Emmy Award nomination for Firestone Tire Fiasco from the National Academy of Television Arts and Sciences.[12]

In 2002, she co-authored a college textbook, Writing Right for Broadcast and Internet News; later that same year she won an Emmy Award for her Investigative Journalism about the American Red Cross.[7] The award was presented in New York City on September 10, 2002.[13] Attkisson was part of the CBS News team that received RTNDA-Edward R. Murrow Awards in 2005 for Overall Excellence.[11]

In 2006, Attkisson served as Capitol Hill correspondent for CBS,[14] as one of a small number of female anchors covering the 2006 midterms.[15] Attkisson was part of the CBS News team that received RTNDA-Edward R. Murrow Awards in 2008 for Overall Excellence.[11]

In 2008, Attkisson reported that a claim by Hillary Clinton to have dodged sniper fire in Bosnia was unfounded: Clinton’s trip to Bosnia was risky, Attkisson said, but no real bullets were dodged. Attkisson was on the trip with Clinton.[16] The day after Attkisson’s report on the CBS Evening News, Clinton admitted there was no sniper fire and said she “misspoke.”