A multidirectional model of cognitive development is proposed according to which development can proceed in different directions in different socio-cultural contexts but can nevertheless be characterized as progressive within each context. Following an interpretation of Piagetian theory that stresses the equilibration theory more than the structural-stage theory, developmental ‘progress’ is defined retrospectively in terms of the increasing developmental distance away from an initial state-of-reference rather than ideologically in terms of the decreasing distance toward a predetermined end state. The model is illustrated in relation to the contextuality of formal operational thinking (viewed as embedded in a literate culture) and in connection with the development of aesthetic versus theoretic forms of knowing (as a characteristic difference between Eastern and Western cultures).

Keywords:
Contextuahsm, Eastern philosophy, Epistemology, Formal operations, Piaget
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© 1988 S. Karger AG, Basel
1988
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