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This means that no single logic is strong enough to support the total construction of human knowledge.

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
Enough
Logic
Mean
Single
Support
Knowledge
Means
Strong
Human
Construction
Humans
Total

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Everytime we teach a child something, we prevent him from inventing it himself.
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It was while teaching philosophy that I saw how easily one can say ... what one wants to say. ... In fact, I became particularly aware if the dangers of speculation ... It's so much easier than digging out the facts. You sit in your office and build a system. But with my training in biology, I felt this kind of undertaking precarious.
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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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Moral autonomy appears when the mind regards as necessary an ideal that is independent of all external pressures.
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To express the same idea in still another way, I think that human knowledge is essentially active.
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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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The most developed science remains a continual becoming
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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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Intelligence is what you use when you don't know what to do.
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If mutual respect does derive from unilateral respect, it does so by opposition.
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When you teach a child something you take away forever his chance of discovering it for himself.
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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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Are we forming children who are only capable of learning what is already known? Or should we try to develop creative and innovative minds, capable of discovery from the preschool age on, throughout life?
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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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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.
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We learn more when we are compelled to invent.
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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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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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What we see changes what we know. What we know changes what we see.
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Play is the answer to how anything new comes about.
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