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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
Less
Means
Transformations
Reality
Correspond
Mean
Constructing
Adequately
Systems
Transformation
Knowing

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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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Moral autonomy appears when the mind regards as necessary an ideal that is independent of all external pressures.
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Intelligence is what you use when you don't know what to do.
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Experience precedes understanding.
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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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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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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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To express the same idea in still another way, I think that human knowledge is essentially active.
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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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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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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.
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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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This means that no single logic is strong enough to support the total construction of human knowledge.
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Only education is capable of saving our societies from possible collapse, whether violent, or gradual.
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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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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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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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Play is the work of childhood.
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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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