A close examination of different forms of self-projection and self-diffusion is a necessary "fix" to Piaget's overemphasis on the assimilative pole of adaptation. It resets the balance by specifying the actual contribution of accommodation. It brings back to the center of discussion the too often minimized role of anthropomorphization in learning. It reopens the way to deepening our understanding of the productive tension between separation and fusion, closure and openness, stability and change.
An early version of this chapter was presented at the 22nd annual symposium of the Jean Piaget Society on the theme, Development and Vulnerability in Close Relationships--Importance for Learning, Montréal, May 28, 1992. I thank Yasmin Kafai and Mitchel Resnick for editing this volume. Special thanks to my friends and colleagues, Wanda Gleason, Emiel Reith, Carol Strohecker, and Aaron Falbel for carefully reading and editing my first "Frenglish" draft. Thanks also to all the members of the Epistemology and Learning Group at the MIT Media Lab. The preparation of this chapter was supported by the National Science Foundation (Grant 9153719-MDR), the LEGO Group, and Nintendo Inc. The ideas expressed here do not necessarily reflect the positions of the supporting agencies.
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