ON A PRIORI KNOWLEDGE STRUCTURES IN KANT AND PIAGET: AN ESSAY

Abstract

This essay can be take into account of a theoretical contribution such as aims to indicate the differences between a priori knowledge structures (apriorism) in Kant and Piaget's constructivisms. For that, we used bibliographic analysis as a method, having the Critique of Pure Reason and Genetic Epistemology such as the basics texts, in addition, we take into account some Kant´s commentators and some education theorists. It follows that: a) the concept of a priori structure is different for both, for Kant they are static, for Piaget they are dynamic and change throughout the life; b) that one cannot reduce one constructivism to another, even if only from a practical point of view. At the end, c) we show the light of the above, how the a priori pedagogical model can be an inconvenience if practiced literally according to its theoretical assumptions, especially because it minimizes the role of the teacher and the school in educational training.