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The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done.
Jean Piaget
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Jean Piaget
Age: 84 †
Born: 1896
Born: August 9
Died: 1980
Died: September 16
Biologist
Logician
Malacologist
Pedagogue
Philosopher
Psychologist
University Teacher
Zoologist
Neuchâtel
NE
Jean William Fritz Piaget
Inspirational
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School
Creating
Women
Generations
Repeating
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Principle
More quotes by Jean Piaget
During the earliest stages the child perceives things like a solipsist who is unaware of himself as subject and is familiar only with his own actions.
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Chance... in the accommodation peculiar to sensorimotor intelligence, plays the same role as in scientific discovery. It is only useful to the genius and its revelations remain meaningless to the unskilled.
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During the earliest stages of thought, accommodation remains on the surface of physical as well as social experience.
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The most developed science remains a continual becoming
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I am convinced that there is no sort of boundary between the living and the mental or between the biological and the psychological. From the moment an organism takes account of a previous experience and adapts to a new situation, that very much resembles psychology.
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We learn more when we are compelled to invent.
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Experience precedes understanding.
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Reflective abstraction, however, is based not on individual actions but on coordinated actions.
Jean Piaget
To express the same idea in still another way, I think that human knowledge is essentially active.
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Knowing reality means constructing systems of transformations that correspond, more or less adequately, to reality.
Jean Piaget
What we see changes what we know. What we know changes what we see.
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I could not think without writing.
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Only education is capable of saving our societies from possible collapse, whether violent, or gradual.
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Play is the answer to how anything new comes about.
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The self thus becomes aware of itself, at least in its practical action, and discovers itself as a cause among other causes and as an object subject to the same laws as other objects.
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The more the schemata are differentiated, the smaller the gap between the new and the familiar becomes, so that novelty, instead of constituting an annoyance avoided by the subject, becomes a problem and invites searching.
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As you know, Bergson pointed out that there is no such thing as disorder but rather two sorts of order, geometric and living.
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How can we, with our adult minds, know what will be interesting? If you follow the child...you can find out something new.
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If mutual respect does derive from unilateral respect, it does so by opposition.
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Every time we teach a child something, we keep him from inventing it himself. On the other hand, that which we allow him to discover for himself will remain with him visible for the rest of his life.
Jean Piaget