The Role of Idealization in Science and Its Implications for Science Education

The main objective of this article is to study the role of empirical evidence in the interpretation of psychological and epistemological aspects of Piagetian theory. According to Galilean methodology, after having asked the right question, a scientist could experimentally vary one impediment, and observe what happens to the dependent variable, as it approaches the ideal limiting case. Following Galileo's idealization, scientific laws being epistemological constructions do not describe the behavior of actual bodies. It is plausible to suggest that just as Galileo's ideal law can be observed only when all the impediment variables approach zero, similarly individuals in the real world have various `impediments' and it is only when these impediments are gradually removed by experimental manipulation that the real performance of individuals can approximate the competence of Piaget's epistemic subject (ideal knower). Finally, evidence is presented to the effect that by experimentally manipulating the impediment variables (e.g., Pascual-Leone's M-demand and Witkin's perceptual field effect of a task), performance of the real subjects approximates the competence of the ideal epistemic subject, which leads to the construction of a neo-Piagetian epistemological theory.