Cognitive Evolution of the “Human” Concept and Its Adaptation to Piaget’s Theory

Cognitions and attitudes, especially anthropological attitudes, are influential in human behavior.

The present study was conducted to investigate the cognitive evolution of the human concept in elementary school female students and its adaptation to Piaget’s theory of cognitive development.

The present research method is qualitative of deductive-inductive type. Participants were first (n=12), second (n=13), and third-grade (n=12) elementary female students selected through the available sampling method. Semi-structured interviews were conducted with them to the point of theoretical saturation. Consistent with the research method, the findings were analyzed by theme analysis.

The findings showed that regarding human nature, students of all three grades have concrete thinking. Regarding the distinction between humans and animals, first and second grade students have concrete thinking, and third-grade students have concrete-abstract thinking. Regarding the purpose of life, students of all three grades have concrete thinking. Regarding the end of life, students of all three grades have abstract thinking. Regarding the beginning of human life, first-grade students have abstract thinking, and second- and third-grade students have concreteabstract thinking.

Research findings consistent with some studies have shown that students can achieve abstract cognitive growth at younger ages than what Piaget stated, which can be a function of cultural, religious, and social factors