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Logical positivists have never taken psychology into account in their epistemology, but they affirm that logical beings and mathematical beings are nothing but linguistic structures.

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
Psychology
Linguistics
Accounts
Epistemology
Structure
Linguistic
Beings
Affirm
Taken
Structures
Nothing
Account
Never
Logical
Mathematical

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The most developed science remains a continual becoming
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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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Punishment renders autonomy of conscience impossible.
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If mutual respect does derive from unilateral respect, it does so by opposition.
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Intelligence is what you use when you don't know what to do.
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Scientific knowledge is in perpetual evolution it finds itself changed from one day to the next.
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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.
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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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Experience precedes understanding.
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Everytime we teach a child something, we prevent him from inventing it himself.
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Reflective abstraction, however, is based not on individual actions but on coordinated actions.
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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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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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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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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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To express the same idea in still another way, I think that human knowledge is essentially active.
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Teaching means creating situations where structures can be discovered.
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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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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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During the earliest stages of thought, accommodation remains on the surface of physical as well as social experience.
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