| Abstract: | This article discusses the extent to which Piaget's general theories of thinking and mental development might have relevance for the production of educational television programmes. Joan Bliss summarises and discusses the main points of Piaget's theories, and Michael Goater and Christopher Jones provide their own critical analysis of the implication of those theories for television production. Tony Bates concludes that, while there are some major difficulties in making the jump from Piaget's more general theories to specific television practice, the exercise does raise some fundamental questions about the relationship between television and the development of thinking. |
