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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
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Educator

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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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The most developed science remains a continual becoming
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I could not think without writing.
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Knowing reality means constructing systems of transformations that correspond, more or less adequately, to reality.
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The current state of knowledge is a moment in history, changing just as rapidly as the state of knowledge in the past has ever changed and, in many instances, more rapidly.
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Accommodation of mental structures to reality implies the existence of assimilatory schemata apart from which any structure would be impossible.
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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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It is with children that we have the best chance of studying the development of logical knowledge, mathematical knowledge, physical knowledge, and so forth.
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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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Scientific knowledge is in perpetual evolution it finds itself changed from one day to the next.
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Experience precedes understanding.
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The more we try to improve our schools, the heavier the teaching task becomes and the better our teaching methods the more difficult they are to apply.
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Reflective abstraction, however, is based not on individual actions but on coordinated actions.
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Each time one prematurely teaches a child something he could have discovered himself, that child is kept from inventing it and consequently from understanding it completely.
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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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We learn more when we are compelled to invent.
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What the genetic epistemology proposes is discovering the roots of the different varieties of knowledge, since its elementary forms, following to the next levels, including also the scientific knowledge.
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This means that no single logic is strong enough to support the total construction of human knowledge.
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If mutual respect does derive from unilateral respect, it does so by opposition.
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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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