Abstract
An examination of Piaget's conception of the source, nature, development, and use of knowledge reveals that his model for the genetic development of human knowledge is cybernetic and self-organizing. Moreover, Piaget presents a model of cognition which is a reflection and extension of autopoietic biological organization; both cognitive and organic systems are seen to exhibit organizational closure and structural plasticity. An action-based intervention method, modeling embedded learning structures as cybernetic, autopoietic systems, may provide insight toward clarifying some theoretical and methodological problems of critical systems thinking.
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