Abstract
Piaget’s and Marx’s cognitive theories of development are briefly compared and contrasted. This provides the necessary background and context for a critical look at Buck-Morss’ Marxian interpretation of cross-cultural differences in performance on Piagetian abstract formal reasoning tests. It is concluded that Buck-Morss’ view does not have contemporary truth value in light of certain non-real contractions which are inherent in her Marxian perspective. A more satisfactory position is advanced which makes use of the ‘mastery of nature’ theme as developed by those critical social theorists of the Frankfurt School.
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