Evol Cogn (1993)2:319-332 Bowuan and Cognition 1 by Srmaeerng 120 ‘A new approach to cognitive development: ‘ontogenesis and the process of initiation Oliver Kress Wirtschafisuniverstat, Vienna, Austria Summary. In the current models of cognitive development some phenomena ‘cannot be categorized: self-actualizing people (Maslow), Buddhism and Taoism, Using Piaget's genetic epistemology we can argue that the human cognitive system is not flexible enough to cope with the fundamental changes in structure of the need-satisfying actions (infant/adult) without adaptation delays. In this article the process of cognitive new-adaptation withallrelatedeffectsisdescribed as the initiation process. Four thought-forms are introduced and derived from the hypothesis, with which it is possible to categorize the phenomena mentioned above. The initiation process is an independent side effect of ontogenesis and therefore requires a new definition for intelligence. Key words, Genetic epistemology, initiation process, intelligence, subject- object distinction (SOD), Buddhism and Taoism, self-actualizing people (Mas- low). Introduction Up to now human cognitive development has been treated as ontogenesis. ‘The genetic epistemology of Piaget provides an example of this interpretation (Furth 1972). However, some important phenomena do not fit into these models, of cognitive development: on the onc hand self-actualizing people, described by Abraham Maslow on the individual level (Maslow 1981,1985), and on the other hand Buddhism (Conze 1986, Deshimaru-Roshi 1978, Reininger 1929, Suzuki 1979) and Taoism (Anders 1987, Yutang 1955) on the cultural level, whose teachings are often regarded as "paradoxical logic” (or as a suggestion "post logic’). The common characteristic of these phenomena is the assertion that beyond logic there is a further form of perception and thought. This article320 0. Kress provides a solution to this problem with a new approach. The concepts of evolution and ontogenesis are complemented by the concept of the initiation process Fig. 1). COGNITIVE NEW ADAPTATION Fig. 1. Figurative representation of the new approach of cognitive development using a sec- ‘ond development process alongside ontogencsis Using Piaget's genetic epistemology we can argue that the cognitive transition from infant to adult occurs with delay. The hypothesis proposes that a ‘connection exists between the delay of cognitive adaptation and the known human thought-forms: "pre-logic’, logic and "paradoxical log ‘The model described in this article (metalanguage) is itself an object of ex- amination (object language), and just as Baron Miinchhausen pulled himself out of the marsh by his own hair, soit is possible here to relativize the fundamental assumptions of modem thinking (causitive hypothesis and the conceptof chance) by using them asa basis for explanation. Fundamental to the understanding of this model is the understanding of the identity of the observer and the observed. Common sense divides the subject (observer) from the object (observed). In everyday language we alsospeakof the perception of "objective reality”. People undergoing psychotherapy or a signif- icantchange in theirlife, experience changes in their personality and consequent- ly recognize a connection between their psychological state (observer) and their ‘way of perception (observed). The philosopher Krishnamurti expressed this, ‘when he said: "..the observer is the observed" (Krishnamurti 1991:96). PiagetCognitive development 321 based his genetic epistemology on this (meta) observation and described it with his model of the origination process of cognitive structure (scheme). Piaget's genetic epistemology serves as a basis for explanation, and, therefore, only cognition and not motivation (except equilibration), will be dis- cussed in the following model. Basics Piaget describes human cognitive development as several stages of devel- ‘opment with increasing subject-object distinction (SOD), with mathematical logical thinking as the highest achievement of development. He worked for 60 years on his theory and revolutionized our understanding of the development of human cognition with his hypothesis, proposing that all cognitive abilities are connected to the construction of an internal cognitive structure (scheme). Tradi- tionally we believe that learningis the absorbing of previously unknown informa- tion. Piaget was able to disprove this by his observations. He discovered that the only information that can be perceived by humans, is that which can be recognized and incorporated by the internal cognitive structure. He calls this process assimilation. As soon as environmental data has been assimilated by the internal general structure, the general structure must be broadened, sothatitcan deal with the particular current situation. The unknown par of the assimilated information is absorbed by the internal structure and leads to its differentiation. Piaget calls this broadening of an old structure to a more comprehensive new one, oriented towards a particular situation accommodation. The behavioral adaptation of a biological organization is defined as equilibration. Asa process, itis the internal regulatory factor that unifies evolution and development; as a state, it is an ‘equilibrium between assimilation and accommodation. Inthis way the learning of new information is dependent on information already learnt. ‘The ability of the internal cognitive structure to adapts therefore limited in its flexibility and delays in cognitive adaptation to the changing environment can ‘occur, assuming the organism as a whole can adapt to changes and thus survive, According to Piaget, the human being constructshis perception of “reality” with his actions, which are directly related to the "reality" he perceives. The general form of the coordinating activities is reflected to a higher level of the internal cognitive structure by feedback. In this way Piaget explains the origina- tion of higher levels of cognitive development, "...and he formulated the hypoth- esis, that adult intelligence develops from the practical coordinations of child- hood." (Furth 1972: 240.)