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Knowing reality means constructing systems of transformations that correspond, more or less adequately, to reality.

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
Knowing
Less
Means
Transformations
Reality
Correspond
Mean
Constructing
Adequately
Systems
Transformation

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Only education is capable of saving our societies from possible collapse, whether violent, or gradual.
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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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This means that no single logic is strong enough to support the total construction of human knowledge.
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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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When you teach a child something you take away forever his chance of discovering it for himself.
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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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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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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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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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Play is the work of childhood.
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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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I could not think without writing.
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The most developed science remains a continual becoming
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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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Experience precedes understanding.
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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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To express the same idea in still another way, I think that human knowledge is essentially active.
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We learn more when we are compelled to invent.
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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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