Abstract
A major problem in understanding a new theory is that rapid gains in popularity are accompanied by misconceptions and distortions (Valsiner, 1988). For example, scholars have noted that some writings in Jean Piaget's cognitive development theory were so distorted that he was criticized for positions he had never taken (Bickhard, 1997; Chapman, 1988; Lorenqo & Machado, 1996). Unfortunately, these and other enlightening critiques came more than 30 years after Piaget had captivated educational theory and practice, long after the misconceptions and distortions had become institutionalized.
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