Equilibration and the Learning Paradox

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Abstract
Piaget’s term equilibration refers to the process that makes possible the qualitative changes characteristic of stage transitions. Such a construct is necessary in any developmental theory that must account for qualitative changes. Without it, a theory involves a learning paradox. Two neo-Piagetian theories of cognitive development are contrasted to illustrate the necessity of a construct such as equilibration and the paradoxical consequence that results when such a construct is rejected. Pascual-Leone offers a functional explanation of Piaget’s developmental construct and thereby avoids a learning paradox, while Case rejects equilibration and must face the paradox.

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