"It is important that those who say that they are working in the Piagetian tradition understand and commit themselves to the conception of the child that is the fountainhead of that position...Beginning with a theory of knowledge and progressing through a theory of development, learning, and then teaching, the authors have recognized how each level of theory influences the others. As Chapter 9 shows, they have tried in a deliberate manner to innovate practice founded on theoretical principles. This is not an easy task, because Piaget has not always been explicit about educational practice. "...Forman and Kuschner know what it is they are doing and have recognized how important a conceptual basis is for classroom practice. I believe that teachers can learn and profit from this book."--David Elkind, from the Forward