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

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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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Intelligence is what you use when you don't know what to do.
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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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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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When you teach a child something you take away forever his chance of discovering it for himself.
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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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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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During the earliest stages of thought, accommodation remains on the surface of physical as well as social experience.
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Play is the answer to how anything new comes about.
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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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Teaching means creating situations where structures can be discovered.
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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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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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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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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 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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I could not think without writing.
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Everytime we teach a child something, we prevent him from inventing it himself.
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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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